Ec Doe Report
CSTL CONFERENCE REPORT, 6 MARCH 2013, EAST LONDON
CSTL CONFERENCE REPORT, 6 MARCH 2013, EAST LONDON
Eastern Cape Department of Education
Steve Vukile Tswete Building, Zwelitsha
27 (040)6084293
+27406084748
3/12/2013
CSTL CONFERENCE REPORT;lINDINKOSI
Detailed Conference Report with delegates attendance registers, selected evaluation forms and Compact Disk with all presentation
Eastern Cape Department of Education
Steve Vukile Tswete Building, Zwelitsha
27 (040)6084293
+27406084748
3/12/2013
CSTL CONFERENCE REPORT;lINDINKOSI
Detailed Conference Report with delegates attendance registers, selected evaluation forms and Compact Disk with all presentation
CSTL CONFERENCE REPORT, 3-5 MARCH 2013
All rights reserved.
Copyright © 2013 by Eastern Cape Department of Education
No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non commercial uses permitted by copyright law. For permission requests, write to the publisher, at the address below.
Eastern Cape Department of Basic Education : Education Social Support Services: Zwelitsha Eastern Cape Province of the Eastern Cape, Steve Vukile Tswete Education Building, Private Bag X0032, Bisho, 5606, RSA Enquiries: Ms ZZ Njotini Email: zukiswa.njotini@edu.ecprov.gov.za Tel: +27 (040)6084293 Fax: +27(040) 6084748
EXECUTIVE SUMMARY
On the 4th-6th of March 2013, the Eastern Cape Department of Education held the first CSTL provincial conference. It was held at the Education Leadership Institute, Stirling, East London, South Africa. The conference was held against the background of the Eastern Cape Department of Education’s intention to significantly step up efforts to address the barriers to education for vulnerable children, through mainstreaming ‘Care and Support for Teaching and Learning’. The conference provided guidance to all role-players - within and without the ECDoE - who support learners and educators, throughout the school system. It defined two broad roles for the Department of Basic Education, namely delivering and expanding appropriate care and support services in the schools, and creating an enabling environment within the education system, for other stakeholders to support learners and educators.
The attendance at the conference was impressive, with more than 80% of the invited delegates attending. The registration process was handled efficiently; this was due to good planning and timely RSVPs from the delegates. Upon registration, the delegates were handed the conference pack with all the necessary information. However, the late arrival of some delegates delayed the conference starting time.
The conference was opened on a high note, with the Superintendent General’s address, who drew the delegates’ attention to the fact that in the final analysis, the success of the conference should translate into visible improvement in underperforming schools. The paper by Dr Khumalo of the Department of Basic Education, rationalised ‘Care and Support for Teaching and Learning’, and contextualized it. Mr Govender juxtaposed the CSTL alongside LAIS, and concluded that they were interconnected, and submitted that CSTL is an essential precondition for LAIS.
Mr Zibi addressed the delegates and submitted that the Education Social Support Services Chief Directorate had long been underestimated, and its mandate had not been fully understood. He affirmed that the Chief Directorate was significant in its role in supporting teaching and learning, by reducing societal, systemic and intrinsic barriers to learning. The districts presented the work that they have been doing to date, by means of visual displays and evidence-based reporting. In addition, the district HIV and AIDS co-ordinator also offered an oral presentation.
During the awards ceremony, the principal of Mkhankomo JSS, presented a CSTL model school. His presentation focussed on what the CSTL programme did in the school. The MEC graced the award ceremony with his presence; he presented the keynote address, where he emphasised that education was a societal matter. The SG called for the massification of the CSTL programme in all schools in the Eastern Cape. The last day was characterized by robust discussions during the plenary session. The commissions were allowed time to refine their resolutions, prior to conference declaration. Mr Mtyida (CD_ESSS) insisted that the commissions’ resolutions were actionable and measurable. Moreover, he was resolute that each commission develop an (DDG_IOM). The delegates evaluated the conference and action plan for the implementation of their resolutions. The conference declaration was cited by Mr Zibi.
| | | | | | | Item | Page No | | Conference Programme | | | Conference Declaration | | | Executive Summary | | | Objectives of the Conference | | | | DAY ONE | | | Arrival of Delegates and Registration | | | Devotion | | | Welcoming and Acknowledgements | | | Opening Address and Purpose of the conference | | | Presentation of Paper: Department of Basic Education ‘Care and Support for Teaching and Learning’ Framework | | | Overview of CSTL Implementation in the Eastern Cape | | | Presentation of Paper ‘Learner Attainment Improvement Strategy’ | | | Questions and Comments | | | Messages of support from Social Partners | | | DAY TWO | | | Opening Devotions | | | Opening Address | | | Presentation of Displays and Adjudication of Displays | | | Awards Ceremony | | | DAY THREE | | | Opening Devotions | | | Recap on Day 1& 2 | | | Report Back by Commissions | | | Plenary | | | Evaluation & Closure | |
TABLE OF CONTENTS
PROGRAMME
Day One-Monday 04 March, 2013 (08h30-17h00) | Programme Director : Mr. TJZ Mtyida, Acting Chief Director, SSS | Session 1: 08h30-13h00 | 08h30-08h40 | Opening Devotions- | Reverend Manqele DDG HRM&D | 08h40-09h00 | Introductory Remarks | Programme Director | 09h00-09h30 | Opening Address | Mr. M Ngonzo Acting Head of Department | 09h30-10h00 | Presentation of Paper: Department of Basic Education ‘Care and Support for Teaching and Learning Framework’ | Dr. F Khumalo Chief Director, Care and Support | 10h00-10h30 | Overview of CSTL Implementation in the Eastern Cape | Mr.SS Zibi Deputy Director General IOM | 10h30-11h00 | Presentation of Paper ‘Learner Attainment Improvement Strategy’ | Mr. SP Govender Acting DDG, Teaching and Learning | 11h00-11h30 | Tea Break | 11h30-12h00 | Questions and Comments | | 12h00-12h50 | Messages of support from Social Partners | Department of Social Development | | | Department of Health | | | SADTU | | | NAPTOSA | | | SAOU | | | Eastern Cape AIDS Council | 12h50-13h00 | Announcements and logistics for commissions | Mrs. ZZ Njotini Eastern Cape Focal Person CSTL Programme | 13h00-14h00 | Lunch | Session 2 (14h00-17h00) | 14h15-16h50 | Commissions | 16h50-17h00 | Announcements and Adjournment | Programme Director |
Day Two-Tuesday, 05 March, 2013 | Programme Director - Mr. Z Gwala CES ESSS Mbizana District (Session 1 -08h30-16h00) | Session 1: 08h30-16h00 | 07h00-08h30 | Registration | 08h30-08h40 | Opening Devotions | Reverend Bongco | 08h40- 09h00 | Opening Address | Ms. SA Maasdorp Director, HIV and AIDS and Social Planning | 09h00- 11h00 | Presentation of Displays by Districts, and Adjudication | Cluster A districts | 11h00-11h30 | Tea Break | 11h30- 13h00 | Presentation of Displays by Districts and Adjudication | Cluster B districts | 13h00- 14h00 | Lunch | 14h00- 15h30 | Presentation of Displays by Districts and Adjudication | Cluster C districts | 15h30- 15h45 | Comments from Adjudicators | Adjudicators | 15h45- 16h00 | Closing Remarks and Adjournment | | Session 2: Awards Ceremony | Programme Director: Mr. P Ngqumba, Chief Director Statutory Advisory and Protocol Services | 18h30-18h45 | Opening Devotions | Reverend C Blacky | 18h45- 19h00 | Overview of CSTL Programme | Mrs. ZZ Njotini Eastern Cape Focal Person CSTL Programme | 19h00- 19h30 | A Model School | Mr. ZD Lurwengu Principal : Mkankomo JSS Lusikisiki District | 19h30-19h40 | Introduction to the Keynote Speaker | Mr. TJZ Mtyida, Acting Chief Director, ESSS | 19h40-20h10 | Keynote Address | Mr. M Makupula Honourable MEC for Education | Musical Item | 20h10-20h30 | Awards Presentation | Honourable MEC for Education | 20h30-20h40 | Vote of Thanks | Mr K Ngaso Chief Director District Co-ordination Cluster | | | | | | | | | | Day Three-Wednesday 06 March, 2013 (08h30-13h00) | Programme Director : Rev SO Loni, Chief Education Specialist, Social Planning and Values in Education | Session 1 (08h30-11h30) | 08h30-08h40 | Opening Devotions | Reverend Qwabaza | 08h40-09h00 | Recap on Day 1& 2 | Dr ZEN Konyana-Bam CES, ESSS,Queenstown | 09h00-09h30 | Presentation of Paper: Department of Basic Education ‘Care and Support for Teaching and Learning Framework’ | Mr. R Tywakadi Head of Intervention, Department of Basic Education | 09h30-10h00 | Report Back by Commissions | Commission 1-4 | 10h00-11h00 | Plenary | 11h00-11h30 | Tea Break | Session 2: 11h30-12h00 | 11h30-11h50 | Conference Declaration | Mr.SS Zibi Deputy Director General-IOM) | 11h50-12h00 | Announcements | Programme Director | 12h00-12h30 | Evaluation and Closure | Programme Director and All | 12h30-13h30 | Lunch | Departure | * * * * * * * * * * * * * * * * * * * * * *
CONFERENCE DECLARATION * We the 250 delegates assembled in the first Provincial CSTL Conference held from the 4th-6th March 2013, at East London, deliberated on the performance of the program since 2007 to date. The delegation/conference was constituted as follows :
Principals of schools
Educators
District Management
Head Office Management
Sister Departments
Social Partners The Conference, having recognised the pockets of excellence, as well as the challenges in implementing the programme, resolved to: Institutionalise the CSTL Programme, by integrating it within the operations of the Department Roll-out programme, to all schools within the Province We the 250 delegates assembled in the first Provincial CSTL Conference held from the 4th-6th March 2013, at East London, deliberated on the performance of the program since 2007 to date. The delegation/conference was constituted as follows :
Principals of schools
Educators
District Management
Head Office Management
Sister Departments
Social Partners The Conference, having recognised the pockets of excellence, as well as the challenges in implementing the programme, resolved to: Institutionalise the CSTL Programme, by integrating it within the operations of the Department Roll-out programme, to all schools within the Province
COMMISSION | FOCAL AREA | CONTEXT | RESOLUTION | Commission 1: Achieving an Integrated approach to CSTL within the ECDoE Directorates and Partners | Co-ordination of CSTL programme pillars in the Province | Care and Support for Teaching and Learning Programmes are spread across different Directorates | The CSTL Programme must be co-ordinated at a Branch Social Mobilisation and Support Services. | Commission 2: Pertinent issues in the Development of a Provincial Learner Pregnancy Policy | No uniform implementation of the National Measures for the management of learner pregnancy and a need for Provincial Learner Pregnancy Guidelines | The current National Measures for the management of learner pregnancy which are currently Implemented in schools contravene some aspects of the Constitution of the RSA especially Chapter 2 – dealing with Human Rights. | To customize the current National Measures for the management of learner pregnancy that is already in schools. | Commission 3: Linking CSTL Outcomes with Academic Performance of Learners | Support to Grades 3,6, 9 and 12 | How does CSTL support underperforming schools?How does CSTL support Annual National Assessment (Pillar 6: Curriculum Support) | Massify the implementation of the CSTL Programme to all schools in the province with a special focus on underperforming schools. Appointment of remedial teachers to establish remedial classes for vulnerable learners in Grade 3, 6 and 9 in all schools. | Commission 4: Enhancing Parental Involvement in Schools as part of the CSTL Package | Parental involvement in the CSTL Programme | Education is a societal matter. Parental involvement in supporting children’s academic performance is still significantly low. | Schools to create, develop and sustain strong relations with homes and parents through CSTL Programmes |
RESOLUTIONS
* v. Objectives and Outcomes of the Conference * To contextualize the CSTL Framework of the DBE, in line with ECDoE Learner Attainment Improvement Strategy. * To develop a Provincial Learner Pregnancy Policy. * A model for implementation of the CSTL in line with the Learner Attainment Improvement Strategy * A Draft Provincial Learner Pregnancy Policy * * 1. DAY ONE * 2.1. Arrival of Delegates
The delegates started to arrive at the conference venue as early as 07h30, thanks to the organising team and their exceptional and efficient registration process. The delegates received their identification lanyards with their names, and folders containing the programme of events and the CSTL framework. The registration team had separately and clearly marked registration points for schools, districts, head office, and other visiting delegates, thus expediting the registration process. However, some delegates had sent substitutes in their place, without notifying the organising committee, and other delegates had not RSVPed, but nevertheless attended. The registration team, because it had been prepared for all eventualities, dealt smoothly with these cases.
* 2.2. Opening Devotion Reverend Manqele (Deputy Director General Human Resources Management & Development) lead the devotions by reading from the Holy Bible, book of 1st Cor.12: 18-23. The text spoke about unity in diversity. He emphasised that there were different parts that constituted a single body, and that each part excelled in carrying out its duties for the perfection of the whole body. If one part was not performing well, the whole body would suffer. He added that an educator could not say ‘I’m not an administrator’, to the extent that things could fall apart in his/her presence. He further asserted that it did not matter how a person looked, but that his/her positive contributions to the society would always be rewarded. He then recapped that ‘to be good at what you are doing’ was to the benefit of the whole of society. The scriptural theme dovetailed well with the multisectoral approach of the CSTL programme. 2.3. Introductory Remarks, Welcoming and Acknowledgements
Mr Mtyida (CD, ESSS) Programme Director remarked that the conference had been re-scheduled to take place during that week due to other pressing commitments. He acknowledged the presence of the entire leadership of the Department (Superintendent General, and Deputy Director Generals), District Directors, DBE delegates and Principals. In his remarks, he also indicated that CSTL had been pioneered by the Department of Basic Education, with nine well-defined pillars. He emphasised that the CSTL had been the initiative of the DBE and the conference could not have gone on without them. All conference participants had been invited to achieve maximum participation towards the realization of the conference objectives. The outline of the programme of events had been meticulously executed. The programme director also affirmed the relevance of the sermon by Rev Manqele, as having been ‘very rich for the conference’. Sister departments and Social Partners had also been welcomed.
2.4. Opening Address
Mr Ngonzo (Superintendent General) submitted that the centrality of teaching and learning were becoming more important than anything else. He drew participants’ attention to the programme of the conference, where an airplane that was taking off had been depicted. He compared the Eastern Cape Department of Education to the plane that was about to take off. In addition, the ‘Building Blocks for Growth’ which formed part of the branding, were described as blocks for effective teaching and learning. Therefore, Care and Support was viewed as a precondition for effective teaching and learning. It should not be considered an individual’s responsibility, but a systemic responsibility. He questioned how the building blocks for growth would be used to build ‘Care and Support’ in the system. He alluded to the need to return to the central mandate of teaching and learning, as a foundation for the building blocks of growth. He further asserted that Care and Support would be an essential component, to ensure that the mandate of teaching and learning was restored. Moreover, Care and Support could not be provided by anyone who had not grasped the essence of the value system. He posited the need for empathy, dignity, unity, and ability to remain as the core values for delivering CSTL. The SG said that ‘putting together efforts for maximum impact’ was an absolute requirement for the provision of care and support, that it was in line with the multisectoral nature of the CSTL mandate. The challenge faced by the Department was the building of a new philosophy for the schooling system, to address unemployment, inequality and poverty. For the conference, delegates had been mandated to help build a solid foundation for teaching and learning, and to bear in mind vulnerable groups such as women and disabled groups. He maintained that a sense of urgency ought to remain a priority, and that the conference should develop an action plan with timeframes, and measurable outcomes and costs.
2.5. Presentation of Paper: Department of Basic Education ‘Care and Support for Teaching and Learning Framework’
Dr Khumalo (Chief Director, Care and Support, Department of Education) conveyed words of gratitude, and congratulated the Eastern Cape DoE for hosting the CSTL conference. She presented that children needed care and support in order for them to succeed. Dr Khumalo referred to a quotation from a provincial education official: “The schooling system cannot pretend that its job is purely to teach, because we are not teaching machines, we are teaching children who have to be cared for and supported in order for them to succeed.”
Maximizing human potential by facilitating values that encouraged lifelong learning, remained a priority. All children needed support, particularly vulnerable children. The background of the CSTL programme was presented, as well as its policy mandate. In addition, an ecological systems approach which dealt with intrinsic, societal and systemic barriers to learning was presented as the theoretical framework for CSTL. The CSTL intended to deal with all barriers to learning. The presentation submitted that schools should become inclusive centres of learning, to support children in reaching their full potential. Benefits of the CSTL Programme were seen as assisting the early identification of needs, and the pooling together of limited resources. The success of the CSTL programme would be judged when ‘every child’ was ‘enrolled at school, at an appropriate age,’ was ‘attending school regularly’, and ‘completing schooling’ and received ‘provided support & opportunity to reach their full potential’ asserted Dr Khumalo. Finally, it was presented that for CSTL to yield full benefits, a co-ordinated multisectoral approach, community participation, monitoring, and reporting and measuring of impact were paramount. The presentation ended by noting that delivery of care and support in the education environment was everyone’s business. * 2.6. Overview of CSTL Implementation in the Eastern Cape
The presentation of Mr Zibi (Deputy Director General, IOM) contextualised the CSTL programme within the Institutional Operations Management (IOM) Branch. The first part of the presentation articulated how the IOM Branch was structured. Mr Zibi noted that Education Social Support Services (ESSS) Chief Directorate was one of the Chief Directorates that had been underestimated. He presented that many people did not understand the value that the ESSS gave to teaching and learning. He posited ESSS Chief Directorate as the one that boosted the morale of both learners and teachers.
Moreover, he asserted that Learner Attainment Improvement Strategy (LAIS) was the rallying point for all units of the department. All programmes should translate into enhanced performances at schools.
YO-YO EFFECT
Currently, 263 schools were underperforming. A comprehensive strategy was needed to ensure their success, and to maintain it. An unsustainable YO-YO effect had resulted due to a bid to deal with underperforming schools. The strategy presented was to tackle underperformance, focussing on two parallel projects: on improvement, and maintaining that improvement. The strategy would expect that in year 1, the underperforming schools would be pushed, and in the second year, they would be pushed and held, while in the third year, stabilisation of the system would be the main priority. CSTL programme was central to achieving the strategy detailed above. CSTL and LAIS integration were an absolute requirement. 2.7. Presentation of Paper ‘Learner Attainment Improvement Strategy’
Mr Govender presented a paper on Learner Attainment Improvement Strategy (LAIS). He submitted that the presentation would add value to the commissions’ discussions. Mr Govender put forward the notion that Care and Support were part of the broader view of the department e.g. National Strategy for Learner Attainment (NSLA), LAIS, improving community involvement to increase learner attainment. He asserted that LAIS aimed to improve education leadership, management and administration in Head Office and schools. Furthermore, it aimed to improve resource allocation, provisioning, and utilization, as well as accountability.
At the heart of LAIS, was an implementation of Back to Basics program, to increase productivity and performance at work. The mobilisation of communities to support education delivery through Quality Learning and Teaching Campaign, was central to LAIS’s success. Finally, stabilisation of the education system in order to respond to the provincial imperatives, and Improvement of achievement of learning outputs across the system, determined LAIS’s accomplishment. In conclusion Mr Govender juxtaposed the outcomes of LAIS and those of CSTL. He pointed out LAIS’s outcomes as to Achieve Quality Learning Outcomes and Improvement of Learner Performance, while the CSTL aimed to address barriers to teaching & learning for learners & teachers, and ensuring that schools were centres of inclusive learning, care & support. Both LAIS and CSTL rallied around common objectives to ensure improved learner performance and attainment. 2.8. Questions and Answers Questions or Comment | Responses | Xoliswa Fana, Mt Fletcher District, educator Early Childhood Development was currently not part of the staff establishment of the schools, and the ECD staff were not receiving capacity building | Mr Zibi: He advised that he was not a specialist in the ECD; nevertheless, he would attempt to respond. He acknowledged that there had been some challenges in the development of ECD curriculum and this had obstructed training of the ECDs practitioners and the construction of ECD classrooms. There was the possibility that the training to be offered by a service provider would be appointed through the tender system. | District Director The inclusive education is not easy to implement, what interventions can be put in place. Was CSTL meant for both learners and children? What was the difference between the educator wellness programme and the CSTL? | Dr Faith Khumalo The Employee Assistance Programme (EAP) was integrated into the CSTL programme. The CSTL Framework was not cast in stone and there was space to manoeuvre in the policy. The CSTL would assist in developing the employee wellness policies for the Department of Education. | Nomfundo Mbuso: Butterworth EAP Wellness ProgrammeWas there a programme in schools to identify learners with barriers? What training could be provided to make early identification possible? How could the special schools be made functional, and the issues of learners who are struggling in high school, be addressed? | Mrs Nabe: Director Inclusive Education In the mainstream schools there were learners who needed a low, moderate, and high level of support, as gazetted in White Paper 6. Learners who needed moderate and low support would not be taken to special schools. ILST would deal with the assessment. Learners requiring intensive support would be referred to special schools. The identification of learners with barriers to learning was continuous. | * 2.9. Messages of Support SADTU The South African Democratic Teachers Unions (SADTU) welcomed the initiative; they pledged to work together with the Department, in the interest of the learners. SADTU saw the CSTL programme as helping the learners and educators emotionally and mentally. Furthermore, SADTU viewed support of the CSTL programme as an achievable goal. They warned against burdening educators with programme overload. A call was made for all the schools to have Learners Support Agent. They urged that the department seemed to have a strategy of sustaining the CSTL programme in the schools, and to ‘never touch on the feelings of people, and deserting them later’. Finally, SADTU submitted that the teachers were not nurses or doctors but teachers; therefore they should focus on teaching. There was a need for nurses and counselors at schools. SADTU expressed a hope of working cooperatively with the DOE to build a better generation. NAPTOSA National Professional Teacher’s Organisation of South Africa (NAPTOSA) welcomed the CSTL programme and its call to bring back dignity to the educators. There was a strong call for the implementation of the CSTL Programme. The union warned that the time for rhetoric and talking shop was over. NAPTOSA emphasised that they would work together with the Department for the benefit of the learners concerned. ‘The CSTL programme should go from strength to strength’ enthused the unionist. The invitation was appreciated; educators needed the support of the Department of Education, to fight for children to get a better education. Finally, attention was paid to the importance of ensuring implementation, and holding each other’s hands as parents, learners and teachers. DEPARTMENT OF HEALTH Dr Nokuzola Nhlangula, Directorate HIV, AIDS , pledged the Department of Health’s support for the CSTL Programme. The need for care and support had long been realized. EASTERN CAPE AIDS COUNCIL (ECAC) Andile Ngqini explained the mandate of the ECAC, and talked about the strategy for HIV and AIDS in the EC. He presented that the stigma, new infections, PMTCT, HIV and AIDS were key priority areas of the HIV and AIDS strategy. In 2016, the targets aim was zero infections, zero HIV and AIDS-related deaths, with no more stigma, and no new infections of children. In addition, he conveyed a message of support for the CSTL Programme. * 2.10. Commissions’ Announcements
Ms Njotini (CSTL Project Manager, Eastern Cape Department of Education) announced the commissions. Four commissions had been allocated breakaway rooms. Commission one’s topic was ‘Linking the CSTL Framework with Learner Attainment Improvement Strategy (LAIS) Objectives’. Its speaker was Dr Saadnah Panday, Director,Health Promotion, Department of Basic Education, and was to be facilitated by Mrs. ZZ Njotini, Eastern Cape Focal Person, CSTL Programme. Commission two’s topic was ‘Pertinent Issues in the Development of a Provincial Learner Pregnancy Policy.’ Its speaker was Ms N Skenjana, Chief Director, D&G, and would be facilitated by Ms N Tyamzashe, Project Manager, Peer Education Programme. Commission three’s topic was ‘Linking CSTL Outcomes with Academic Performance of Learners. Its speaker was Ms U Nqandela, Director, Curriculum Management, GET and would be facilitated by Mr. M Tshofoti, Chief Education Specialist, Curriculum Management, GET. Commission four’s topic was ‘Enhancing Parental Involvement in Schools as Part of the CSTL Package’. Its speaker was Mr. N Vaz, Director, IDS&G, and would be facilitated by Mr. TE Binase, CES, FET Schools.
* 2. DAY TWO * 3.11. Opening Devotions * 3.12. Opening Address
Ms Maasdorp (Director HIV and AIDS & Social Planning) conveyed a word of gratitude for the presence of the senior Departmental officials. She also applauded the organisers of the conference. She provided an incisive review of Day 1 presentations, for the benefit of the delegates who attended the second day of the conference. In addition, she encouraged the conference to come up with a meaningful Action plan to be presented to the SG.
The background of the Orphans and Vulnerable Children model (OVC) can be traced back to 2007. The model was developed by the DFID, through a multisectoral partnership. She also motivated participants to go out and make a difference. Finally, the delegates were reminded that it was time to join hands as one body, and to reach out and shine in the dark.
3.13. Presentation of Displays and Adjudication The presentations below are presented in the order in which they were presented during the conference. 3.14.1. Libode
A strong partnership between Mkhundlu JSS and the Canzibe Hospital had resulted in the Hospital donating a bed for the school’s sick bay. HAC raised funds to build the sick bay/wellness centre, after the CSTL programmes had been introduced. The Department of Health had donated juices high in calcium to learners on a monthly basis. This had helped to increase the calcium intake of the learners. 3.14.2. Lusikisiki
At Hlabathini JSS, 117 learners had received child support grants on the same day. This was a consequence of HAC’s initiative in ensuring that learners who were in need received appropriate grants. HAC invited the South African Social Security Agency to receive the applications, and 117 were approved. In two schools Hlabathini JSS and Mkhankomo JSS, programme pillar 5 had been realised. Both schools raised funds to build new ablution facilities. At Hlabathini drama learners won R 75 000 in a drama competition; the topic dealt with the issues of teenage pregnancy and HIV. 3.14.3. Mt Fletcher
It had been through the CSTL programme that Ezingonyameni JSS, built a fully functional wellness centre/sick bay. Moreover, the school’s safe access control had now been implemented. The school also now had a lockable gate. In addition, the school had a substantial vegetable garden which supplemented the NSNP, and the water supply was now guaranteed since the school had championed building the borehole by efforts at fundraising. The HAC had also helped to form homework buddies to assist learners to prepare for their examinations. 3.14.4. Mount Frere
The most noticeable change since the establishment of the CSTL programme had been in Osborne JSS. The school managed to fundraise and build new ablution facilities. Since Mhlunzini JSS was situated fairly close to busy roads; HAC had approached the traffic police to conduct a road safety campaign for the learners. It was encouraging that some learners had been counselled on Drug abuse and had since stopped using drugs. The Department of Home Affairs in partnership with the schools had ensured that learners had applied for Birth Certificates and Identify Documents. 3.14.5. Mbizana
Since the CSTL programmehad been introduced, the Social Welfare service access had increased in the school communities. The partnership between the Department of Education, Home Affairs, SASSA and Social Development had benefited numerous learners; the learners had applied for and received Birth Certificates, Identity Documents and Social Grants. Through the CSTL programme, many schools in the programme had been able to marshal material support for needy learners. 3.14.6. Qumbu
The rise of drug and substance abuse in the rural areas had been a significant challenge that needed public policy attention. Qumbu was not immune to this predicament. Nevertheless, the CSTL programme had been addressing this challenge in the schools. This had mainly been achieved by implementing CSTL Safety and Protection (Pillar 3). The Health Advisory Committee had formed strong relations with the police and policing forums. The police had done random searches for drugs and dangerous weapons. This had been a great success story. In addition, the CSTL programme had contributed by promoting supplementary feeding in the schools. Most CSTL schools had established vegetable gardens. 3.14.7. Butterworth
Butterworth District had introduced both rural and township schools to the CSTL programme. In the township schools, learner safety was a major concern. Since the CSTL Programme had been introduced, the schools had mobilized funds to ensure physical safety within, and access control to the school properties. Kedama JSS was one example of the CSTL schools in Butterworth, who had progressed in this regard. Another area of improvement was pillar 4, Nutritional Support. In Ibika JSS the vegetable garden supported and supplemented the NSNP. As a result of networking, the provision of material support to vulnerable learners was guaranteed. The schools also had a directory of donors who could be contacted when support was needed. 3.14.8. Cofimvaba
Most CSTL schools had been prioritised to benefit from immunization for learners. Moreover the NGOs and the Department of Health had delivered Health Promotion messages to the learners. The topics included HIV and AIDS, hygiene, teenage pregnancy and Life Skills. The vegetable gardens in more than five schools, helped feed the child-headed households, over and above supplementation by the NSNP. In Tsomo, learners had received support in Pillar 8: Psychosocial Support, where they had been screened by Psychologists. 3.14.9. Lady Frere
Most CSTL schools had secured the first aid kits, and ensured that they were replenished once used. Some schools had strong partnerships with organisations to help replenish first aid kits. A number of schools also now had established wellness centres/sick bays through the CSTL programme. Nompumelolo JSS had harvested thousands of potatoes from the school’s vegetable garden. They supplemented the NSNP. At Nompumelelo JSS they had an effective water harvesting system to ensure supply of water to learners and educators. 2.3.11. Mthatha
Learners from 10 CSTL schools of the Mqanduli cluster had marched to Kwaaiman Police station to hand in their petition on children’s rights violations on 27 July 2012. This had been triggered by 17 cases of sexual abuse which had not been reported to SAPS. On the other hand SAPS had executed random searches, and had instituted a substance abuse awareness campaign involving 1225 learners from Mthatha Community School. Pillar 2, Health Promotion: due to the strong partnership with NGOs, UCARC had conducted an HIV/AIDS, Teenage Pregnancy, Sexual Harassment and Drug Abuse awareness campaign for 245 learners and 14 Educators at Ngqunge JSS. DoE, in collaboration with DSD, conducted a Debriefing session at Tipini J.S.S after an educator, while preparing grade 5 learners for an Annual Assessment in September 2012, had a cellphone taken by an ex-learner, at knife-point. * 2.3.12. Ngcobo
The HIV and AIDS Co-ordinator, LSA Supervisors and LSAs attended the demonstration on how sustainable healthy vegetables gardens had been established in spite of water scarcity. In Mxeba JSS a garden had subsequently been started. The Co-ordinator introduced Planting of Vegetables by Learners at Thembeni SPS and later, at home, for Food security. In September 2012 Learners from Quluqu JSS, assisted by LSA and LSA Supervisor, had received food parcels from Boxer Super Store. 2.3.13. Queenstown
The HAC of Shiloh had invited the Police to educate the learners about the consequences of crime, because some learners had become involved in gangsterism. The DoE and SAPS had worked together to rescue 21 learners from imprisonment. The Sector Management had been educating learners about the effects of Drug and Alcohol Abuse. Networking had resulted in nearby farmers donating material to build a kitchen and dining hall for learners at Mapassakraal Farm school. The farmers had also been supplying the school with vegetables every week.
2.3.14. Sterkspruit
The Department of Health at Mzimkhulu J.S.S had conducted School Health Screenings for 35 learners and learners had donated blood since the health education session. HAC of Voyizana JSS helped the SGB and Community to build new ablution facilities in 2012. Material Support: the LSA had received donations of sanitary towels from the Womens' Manyano of the Methodist Church, for young girls at Jozana`s Hoek in April 2012. Twenty (20) girl learners had benefitted.
2.3.15. Cradock
Masincedane Irrigation Scheme & LSA had established a food garden at Mthonyama Primary School to assist needy learners. Through Networking, HAC at Hinana Primary, in conjunction with Twolwana Municipality, had organized a Wellness Centre. LSA at Naniso Primary school had been assisting learners to do their homework after school. 2.3.16. East London
During the School Health week from 15 to 19 October 2012, 783 learners were screened in 12 schools. Approximately 60% of the CSTL schools had fully equipped wellness centres. CSTL schools had received donations of first aid kits through networking with local businesses. This had yielded good returns as Johnsons and Johnsons had pledged to refill First Aid Kits, and agreed to supply new First Aid Kit to the schools that requested them. Partnerships had been formed with Red Cross Society and SANTA Eastern Cape, to create TB awareness in schools. CSTL supervisors in East London had created a partnership with SANTA. All CSTL schools had been receiving donations of Porridge and Nutritious Soup for vulnerable learners.
2.3.17. Fort Beaufort
On 03 October 2012, Imvisiswano PS learners and the LSA had started a school gardening project in an effort to supplement the NSNP, and to provide more vulnerable learners with food parcels. Nqaba PS renovated toilets for both learners and educators in August 2012.
2.3.18. Graaff Reinet
An outstanding story in Graaff Reinet was the provision of academic support. The LSA of Nojoli Primary School had helped four drop-out learners to return to school. The LSA had identified children who should have been in school and intervened. This had been done with the support of the principal. Most of the CSTL programme schools had developed vegetable gardens which helped supplement the NSNP. The HAC had networked with Sophakama Community Network to renovate the ablution facilities at the schools.
2.3.19. Grahamstown
15 OVC from Samuel Ntsiko Primary had been getting food from the Ethiopian Church after interventions from the LSA. In July 2012, the LSA had arranged that 15 learners from C.M. Vellem Primary should be given clothes and food parcels at Ext 9 Hall by the SAPS. The Department of Health donated water tanks to Dambuza Primary in August 2012. The learners had previously spent most of the morning collecting water in buckets, but after LSA had networked successfully, the tanks were erected. The LSA and the principal from Samuel Ntsiko Primary had approached the municipality to organize water truck deliveries to the school every two days, as they had always had a problem with water shortage.
2.3.20. Port Elizabeth
Through ISHP, the DOE, in partnership with DoH managed to support schools for screening and referral purposes. CSTL schools had established partnerships with SAPS, to encourage schools to do drug testing, especially in schools where drug abuse was rife. Shoprite, Fruit & Veg, and Pick & Pay had also assisted other schools with supplementary feeding . Fresh garden vegetables had enhanced the nutrition of their learners, as most of them had suffered from malnutrition, many coming from poor socio–economic backgrounds where receiving only one meal a day was commonplace. LSA S had networked with retired educators to help learners with their assignments and to do Saturday classes. Other CSTL schools had networked with NMMU, Bomobutsha, Ubuntu Foundation Volunteers, and educators from Norway and London, to assist with specialized areas like the Natural Sciences, English and Maths.
2.3.21. King William’s Town
Partnerships had been established with the local police and social workers to deal with crime and bullying. School Gardens had been established at Sonwabile Primary and Siyakholwa. Fruit trees had been planted at Ntabakandoda. Home Affairs had prioritized CSTL schools with regard to document processing. During the 16 Days of Activism all stakeholders from sister departments, gathered at Geju High School, and each provided the necessary services – for example Department of Home Affairs processed applications, and SASSA assisted with grant applications.
2.3.22. Uitenhage
Vegetable gardens had become a key resource in supplementing the School Nutrition Programme. In Weston Primary School a vegetable tunnel from Nedbank had been donated. This was the initiative of HAC. HAC members had taken it upon themselves to do minor repairs to their schools. In Kruisfontein Primary School, an HAC Member fixed the leaking gutters on the roof, to promote rain water harvesting. Every Wednesday a remedial teacher at Pellsrus Primary did scholastic assessments, and referred to the ILST of the School, when barriers to learning were identified. This had enhanced academic support. A concept of clothing banks had also helped to create a repertoire of material support readily available in the schools.
2.3. AWARDS CEREMONY * 2.4.1. Opening Devotions
The Reverend spoke about the story of David in the Bible, without referring to any particular verse. He equated the educator’s task to that of carers of vulnerable learners. He said the Department had an essential mandate to care for and nurture the learners.
2.4.2. Programme Director Remarks
The programme director remarked that the awards ceremony had been about celebrating the fruits of hard work. He quoted JF Kennedy’s call to action ‘If not us, who? If not now, when?’ and also Nelson Mandela ‘It always seems impossible until it's done." The quotations were intended to encourage the foot soldiers and the supervisors to implement the CSTL programme. Finally, Norman Vincent’ Peale’s quotation: ‘Change yourself and your work will seem different.’ 2.4.3. Overview of the CSTL Programme
The background of the CSTL and its history as OVC, was presented. Ms Njotini (CSTL P) mentioned that the OVC concept had been an additional human resource placed in schools to ensure the programme’s success. She rationalised the realignment of the OVC programme to CSTL. Moreover, she explained why the recognition of excellence was important: to encourage policy implementers to achieve more. She made reference to the District Co-ordinators where a significant quantity of work had been achieved. Hence the awards. The schools had been mobilising additional funding to address changes in each CSTL pillar. The principals and the HACs had been taking charge of their schools, concluded Ms Njotini. 2.4.4. A model School The school had addressed a range of health-related issues since the CSTL programme had placed emphasis on health promotion. Safe Circumcision awareness, HIV and AIDS, and Learner Pregnancy were prominent issues that had been dealt with in Health Promotion. The principal reported that ‘Health promotion in our school has become our daily life and we strive to make sure that our learners live a healthy life.’ He said they had been pleased with their progress thus far, and were still trying to find ways to make sure that their learners were healthy. Regarding Safety and Protection, the school had been well-fenced and had proper access control. The school had worked closely with the SAPS, and Mtontsasa Police Station, to increase the safety of the learners. They had tasked a single policeman to be the school policeman and he was also a HAC member. The police did random searches in their school, searching learners for weapons, drugs and alcohol. * 2.4.5. Keynote Address
Mr Makupula MEC Education, remarked on the model school’s presentation and affirmed the progress that the CSTL programme had made. He further stated that ‘it is an important day in education’. He titled his address ‘Education is a societal matter’. Modern education was complex and sophisticated. He compared modern education with the modern motor vehicle. Furthermore, he observed that the old education system had been simple, like the ox wagon. There had been an increasing need for Care and support to expedite curriculum delivery. In addition, he called for parents to support the education of their children. The MEC emphasised the importance of home education to inculcate essential values. He called for educators to be a shining light in their communities, and not to abuse their privileges. Finally, the socioeconomic challenges that contemporary South Africa faced, had been mentioned, namely unemployment, and inequality. Education provided a platform to address these challenges.
2.4.6. Awards Presentation The adjudicators commended the work that the schools had done. The adjudication criteria were described. The results were announced as follows : Category | District | Best Learner Support Agent | Qumbu | Learner Support Agent Supervisor | Qumbu | Principal | Graaff Reinet | HAC | Lusikisiki | Co-ordinator | Lusikisiki | School | Lusikisiki Gabajane JSS | Overall District | Qumbu |
2.4.7. Vote of Thanks The SG extended words of gratitude to the MEC, and affirmed that the CSTL programme should be in every school in the Eastern Cape. He recommended that a cohesive and comprehensive action plan should become one of the key deliverables of the conference. The SG emphasised that the CSTL should be integrated with teaching and learning to promote learner attainment. In addition, a call for a sense of urgency in implementing the CSTL programme in the schools, was stressed.
2. DAY THREE * 3.1. Opening Devotion The devotion that was lead contextualised the CSTL, and depicted the nature of the human being as caring, requiring the restoration of dignity to the self, the part of humanity that cared for others .
3.2. Recap on Day 1&2
3.3. Plenary
The plenary discussion provided an opportunity for the commissions to reconvene and develop actionable and measurable action plans. * 3.4. Evaluation and Closure * * * *
CSTL CONFERENCE REPORT, 6 MARCH 2013, EAST LONDON
Eastern Cape Department of Education
Steve Vukile Tswete Building, Zwelitsha
27 (040)6084293
+27406084748
3/12/2013
CSTL CONFERENCE REPORT;lINDINKOSI
Detailed Conference Report with delegates attendance registers, selected evaluation forms and Compact Disk with all presentation
Eastern Cape Department of Education
Steve Vukile Tswete Building, Zwelitsha
27 (040)6084293
+27406084748
3/12/2013
CSTL CONFERENCE REPORT;lINDINKOSI
Detailed Conference Report with delegates attendance registers, selected evaluation forms and Compact Disk with all presentation
CSTL CONFERENCE REPORT, 3-5 MARCH 2013
All rights reserved.
Copyright © 2013 by Eastern Cape Department of Education
No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non commercial uses permitted by copyright law. For permission requests, write to the publisher, at the address below.
Eastern Cape Department of Basic Education : Education Social Support Services: Zwelitsha Eastern Cape Province of the Eastern Cape, Steve Vukile Tswete Education Building, Private Bag X0032, Bisho, 5606, RSA Enquiries: Ms ZZ Njotini Email: zukiswa.njotini@edu.ecprov.gov.za Tel: +27 (040)6084293 Fax: +27(040) 6084748
EXECUTIVE SUMMARY
On the 4th-6th of March 2013, the Eastern Cape Department of Education held the first CSTL provincial conference. It was held at the Education Leadership Institute, Stirling, East London, South Africa. The conference was held against the background of the Eastern Cape Department of Education’s intention to significantly step up efforts to address the barriers to education for vulnerable children, through mainstreaming ‘Care and Support for Teaching and Learning’. The conference provided guidance to all role-players - within and without the ECDoE - who support learners and educators, throughout the school system. It defined two broad roles for the Department of Basic Education, namely delivering and expanding appropriate care and support services in the schools, and creating an enabling environment within the education system, for other stakeholders to support learners and educators.
The attendance at the conference was impressive, with more than 80% of the invited delegates attending. The registration process was handled efficiently; this was due to good planning and timely RSVPs from the delegates. Upon registration, the delegates were handed the conference pack with all the necessary information. However, the late arrival of some delegates delayed the conference starting time.
The conference was opened on a high note, with the Superintendent General’s address, who drew the delegates’ attention to the fact that in the final analysis, the success of the conference should translate into visible improvement in underperforming schools. The paper by Dr Khumalo of the Department of Basic Education, rationalised ‘Care and Support for Teaching and Learning’, and contextualized it. Mr Govender juxtaposed the CSTL alongside LAIS, and concluded that they were interconnected, and submitted that CSTL is an essential precondition for LAIS.
Mr Zibi addressed the delegates and submitted that the Education Social Support Services Chief Directorate had long been underestimated, and its mandate had not been fully understood. He affirmed that the Chief Directorate was significant in its role in supporting teaching and learning, by reducing societal, systemic and intrinsic barriers to learning. The districts presented the work that they have been doing to date, by means of visual displays and evidence-based reporting. In addition, the district HIV and AIDS co-ordinator also offered an oral presentation.
During the awards ceremony, the principal of Mkhankomo JSS, presented a CSTL model school. His presentation focussed on what the CSTL programme did in the school. The MEC graced the award ceremony with his presence; he presented the keynote address, where he emphasised that education was a societal matter. The SG called for the massification of the CSTL programme in all schools in the Eastern Cape. The last day was characterized by robust discussions during the plenary session. The commissions were allowed time to refine their resolutions, prior to conference declaration. Mr Mtyida (CD_ESSS) insisted that the commissions’ resolutions were actionable and measurable. Moreover, he was resolute that each commission develop an (DDG_IOM). The delegates evaluated the conference and action plan for the implementation of their resolutions. The conference declaration was cited by Mr Zibi.
| | | | | | | Item | Page No | | Conference Programme | | | Conference Declaration | | | Executive Summary | | | Objectives of the Conference | | | | DAY ONE | | | Arrival of Delegates and Registration | | | Devotion | | | Welcoming and Acknowledgements | | | Opening Address and Purpose of the conference | | | Presentation of Paper: Department of Basic Education ‘Care and Support for Teaching and Learning’ Framework | | | Overview of CSTL Implementation in the Eastern Cape | | | Presentation of Paper ‘Learner Attainment Improvement Strategy’ | | | Questions and Comments | | | Messages of support from Social Partners | | | DAY TWO | | | Opening Devotions | | | Opening Address | | | Presentation of Displays and Adjudication of Displays | | | Awards Ceremony | | | DAY THREE | | | Opening Devotions | | | Recap on Day 1& 2 | | | Report Back by Commissions | | | Plenary | | | Evaluation & Closure | |
TABLE OF CONTENTS
PROGRAMME
Day One-Monday 04 March, 2013 (08h30-17h00) | Programme Director : Mr. TJZ Mtyida, Acting Chief Director, SSS | Session 1: 08h30-13h00 | 08h30-08h40 | Opening Devotions- | Reverend Manqele DDG HRM&D | 08h40-09h00 | Introductory Remarks | Programme Director | 09h00-09h30 | Opening Address | Mr. M Ngonzo Acting Head of Department | 09h30-10h00 | Presentation of Paper: Department of Basic Education ‘Care and Support for Teaching and Learning Framework’ | Dr. F Khumalo Chief Director, Care and Support | 10h00-10h30 | Overview of CSTL Implementation in the Eastern Cape | Mr.SS Zibi Deputy Director General IOM | 10h30-11h00 | Presentation of Paper ‘Learner Attainment Improvement Strategy’ | Mr. SP Govender Acting DDG, Teaching and Learning | 11h00-11h30 | Tea Break | 11h30-12h00 | Questions and Comments | | 12h00-12h50 | Messages of support from Social Partners | Department of Social Development | | | Department of Health | | | SADTU | | | NAPTOSA | | | SAOU | | | Eastern Cape AIDS Council | 12h50-13h00 | Announcements and logistics for commissions | Mrs. ZZ Njotini Eastern Cape Focal Person CSTL Programme | 13h00-14h00 | Lunch | Session 2 (14h00-17h00) | 14h15-16h50 | Commissions | 16h50-17h00 | Announcements and Adjournment | Programme Director |
Day Two-Tuesday, 05 March, 2013 | Programme Director - Mr. Z Gwala CES ESSS Mbizana District (Session 1 -08h30-16h00) | Session 1: 08h30-16h00 | 07h00-08h30 | Registration | 08h30-08h40 | Opening Devotions | Reverend Bongco | 08h40- 09h00 | Opening Address | Ms. SA Maasdorp Director, HIV and AIDS and Social Planning | 09h00- 11h00 | Presentation of Displays by Districts, and Adjudication | Cluster A districts | 11h00-11h30 | Tea Break | 11h30- 13h00 | Presentation of Displays by Districts and Adjudication | Cluster B districts | 13h00- 14h00 | Lunch | 14h00- 15h30 | Presentation of Displays by Districts and Adjudication | Cluster C districts | 15h30- 15h45 | Comments from Adjudicators | Adjudicators | 15h45- 16h00 | Closing Remarks and Adjournment | | Session 2: Awards Ceremony | Programme Director: Mr. P Ngqumba, Chief Director Statutory Advisory and Protocol Services | 18h30-18h45 | Opening Devotions | Reverend C Blacky | 18h45- 19h00 | Overview of CSTL Programme | Mrs. ZZ Njotini Eastern Cape Focal Person CSTL Programme | 19h00- 19h30 | A Model School | Mr. ZD Lurwengu Principal : Mkankomo JSS Lusikisiki District | 19h30-19h40 | Introduction to the Keynote Speaker | Mr. TJZ Mtyida, Acting Chief Director, ESSS | 19h40-20h10 | Keynote Address | Mr. M Makupula Honourable MEC for Education | Musical Item | 20h10-20h30 | Awards Presentation | Honourable MEC for Education | 20h30-20h40 | Vote of Thanks | Mr K Ngaso Chief Director District Co-ordination Cluster | | | | | | | | | | Day Three-Wednesday 06 March, 2013 (08h30-13h00) | Programme Director : Rev SO Loni, Chief Education Specialist, Social Planning and Values in Education | Session 1 (08h30-11h30) | 08h30-08h40 | Opening Devotions | Reverend Qwabaza | 08h40-09h00 | Recap on Day 1& 2 | Dr ZEN Konyana-Bam CES, ESSS,Queenstown | 09h00-09h30 | Presentation of Paper: Department of Basic Education ‘Care and Support for Teaching and Learning Framework’ | Mr. R Tywakadi Head of Intervention, Department of Basic Education | 09h30-10h00 | Report Back by Commissions | Commission 1-4 | 10h00-11h00 | Plenary | 11h00-11h30 | Tea Break | Session 2: 11h30-12h00 | 11h30-11h50 | Conference Declaration | Mr.SS Zibi Deputy Director General-IOM) | 11h50-12h00 | Announcements | Programme Director | 12h00-12h30 | Evaluation and Closure | Programme Director and All | 12h30-13h30 | Lunch | Departure | * * * * * * * * * * * * * * * * * * * * * *
CONFERENCE DECLARATION * We the 250 delegates assembled in the first Provincial CSTL Conference held from the 4th-6th March 2013, at East London, deliberated on the performance of the program since 2007 to date. The delegation/conference was constituted as follows :
Principals of schools
Educators
District Management
Head Office Management
Sister Departments
Social Partners The Conference, having recognised the pockets of excellence, as well as the challenges in implementing the programme, resolved to: Institutionalise the CSTL Programme, by integrating it within the operations of the Department Roll-out programme, to all schools within the Province We the 250 delegates assembled in the first Provincial CSTL Conference held from the 4th-6th March 2013, at East London, deliberated on the performance of the program since 2007 to date. The delegation/conference was constituted as follows :
Principals of schools
Educators
District Management
Head Office Management
Sister Departments
Social Partners The Conference, having recognised the pockets of excellence, as well as the challenges in implementing the programme, resolved to: Institutionalise the CSTL Programme, by integrating it within the operations of the Department Roll-out programme, to all schools within the Province
COMMISSION | FOCAL AREA | CONTEXT | RESOLUTION | Commission 1: Achieving an Integrated approach to CSTL within the ECDoE Directorates and Partners | Co-ordination of CSTL programme pillars in the Province | Care and Support for Teaching and Learning Programmes are spread across different Directorates | The CSTL Programme must be co-ordinated at a Branch Social Mobilisation and Support Services. | Commission 2: Pertinent issues in the Development of a Provincial Learner Pregnancy Policy | No uniform implementation of the National Measures for the management of learner pregnancy and a need for Provincial Learner Pregnancy Guidelines | The current National Measures for the management of learner pregnancy which are currently Implemented in schools contravene some aspects of the Constitution of the RSA especially Chapter 2 – dealing with Human Rights. | To customize the current National Measures for the management of learner pregnancy that is already in schools. | Commission 3: Linking CSTL Outcomes with Academic Performance of Learners | Support to Grades 3,6, 9 and 12 | How does CSTL support underperforming schools?How does CSTL support Annual National Assessment (Pillar 6: Curriculum Support) | Massify the implementation of the CSTL Programme to all schools in the province with a special focus on underperforming schools. Appointment of remedial teachers to establish remedial classes for vulnerable learners in Grade 3, 6 and 9 in all schools. | Commission 4: Enhancing Parental Involvement in Schools as part of the CSTL Package | Parental involvement in the CSTL Programme | Education is a societal matter. Parental involvement in supporting children’s academic performance is still significantly low. | Schools to create, develop and sustain strong relations with homes and parents through CSTL Programmes |
RESOLUTIONS
* v. Objectives and Outcomes of the Conference * To contextualize the CSTL Framework of the DBE, in line with ECDoE Learner Attainment Improvement Strategy. * To develop a Provincial Learner Pregnancy Policy. * A model for implementation of the CSTL in line with the Learner Attainment Improvement Strategy * A Draft Provincial Learner Pregnancy Policy * * 1. DAY ONE * 2.1. Arrival of Delegates
The delegates started to arrive at the conference venue as early as 07h30, thanks to the organising team and their exceptional and efficient registration process. The delegates received their identification lanyards with their names, and folders containing the programme of events and the CSTL framework. The registration team had separately and clearly marked registration points for schools, districts, head office, and other visiting delegates, thus expediting the registration process. However, some delegates had sent substitutes in their place, without notifying the organising committee, and other delegates had not RSVPed, but nevertheless attended. The registration team, because it had been prepared for all eventualities, dealt smoothly with these cases.
* 2.2. Opening Devotion Reverend Manqele (Deputy Director General Human Resources Management & Development) lead the devotions by reading from the Holy Bible, book of 1st Cor.12: 18-23. The text spoke about unity in diversity. He emphasised that there were different parts that constituted a single body, and that each part excelled in carrying out its duties for the perfection of the whole body. If one part was not performing well, the whole body would suffer. He added that an educator could not say ‘I’m not an administrator’, to the extent that things could fall apart in his/her presence. He further asserted that it did not matter how a person looked, but that his/her positive contributions to the society would always be rewarded. He then recapped that ‘to be good at what you are doing’ was to the benefit of the whole of society. The scriptural theme dovetailed well with the multisectoral approach of the CSTL programme. 2.3. Introductory Remarks, Welcoming and Acknowledgements
Mr Mtyida (CD, ESSS) Programme Director remarked that the conference had been re-scheduled to take place during that week due to other pressing commitments. He acknowledged the presence of the entire leadership of the Department (Superintendent General, and Deputy Director Generals), District Directors, DBE delegates and Principals. In his remarks, he also indicated that CSTL had been pioneered by the Department of Basic Education, with nine well-defined pillars. He emphasised that the CSTL had been the initiative of the DBE and the conference could not have gone on without them. All conference participants had been invited to achieve maximum participation towards the realization of the conference objectives. The outline of the programme of events had been meticulously executed. The programme director also affirmed the relevance of the sermon by Rev Manqele, as having been ‘very rich for the conference’. Sister departments and Social Partners had also been welcomed.
2.4. Opening Address
Mr Ngonzo (Superintendent General) submitted that the centrality of teaching and learning were becoming more important than anything else. He drew participants’ attention to the programme of the conference, where an airplane that was taking off had been depicted. He compared the Eastern Cape Department of Education to the plane that was about to take off. In addition, the ‘Building Blocks for Growth’ which formed part of the branding, were described as blocks for effective teaching and learning. Therefore, Care and Support was viewed as a precondition for effective teaching and learning. It should not be considered an individual’s responsibility, but a systemic responsibility. He questioned how the building blocks for growth would be used to build ‘Care and Support’ in the system. He alluded to the need to return to the central mandate of teaching and learning, as a foundation for the building blocks of growth. He further asserted that Care and Support would be an essential component, to ensure that the mandate of teaching and learning was restored. Moreover, Care and Support could not be provided by anyone who had not grasped the essence of the value system. He posited the need for empathy, dignity, unity, and ability to remain as the core values for delivering CSTL. The SG said that ‘putting together efforts for maximum impact’ was an absolute requirement for the provision of care and support, that it was in line with the multisectoral nature of the CSTL mandate. The challenge faced by the Department was the building of a new philosophy for the schooling system, to address unemployment, inequality and poverty. For the conference, delegates had been mandated to help build a solid foundation for teaching and learning, and to bear in mind vulnerable groups such as women and disabled groups. He maintained that a sense of urgency ought to remain a priority, and that the conference should develop an action plan with timeframes, and measurable outcomes and costs.
2.5. Presentation of Paper: Department of Basic Education ‘Care and Support for Teaching and Learning Framework’
Dr Khumalo (Chief Director, Care and Support, Department of Education) conveyed words of gratitude, and congratulated the Eastern Cape DoE for hosting the CSTL conference. She presented that children needed care and support in order for them to succeed. Dr Khumalo referred to a quotation from a provincial education official: “The schooling system cannot pretend that its job is purely to teach, because we are not teaching machines, we are teaching children who have to be cared for and supported in order for them to succeed.”
Maximizing human potential by facilitating values that encouraged lifelong learning, remained a priority. All children needed support, particularly vulnerable children. The background of the CSTL programme was presented, as well as its policy mandate. In addition, an ecological systems approach which dealt with intrinsic, societal and systemic barriers to learning was presented as the theoretical framework for CSTL. The CSTL intended to deal with all barriers to learning. The presentation submitted that schools should become inclusive centres of learning, to support children in reaching their full potential. Benefits of the CSTL Programme were seen as assisting the early identification of needs, and the pooling together of limited resources. The success of the CSTL programme would be judged when ‘every child’ was ‘enrolled at school, at an appropriate age,’ was ‘attending school regularly’, and ‘completing schooling’ and received ‘provided support & opportunity to reach their full potential’ asserted Dr Khumalo. Finally, it was presented that for CSTL to yield full benefits, a co-ordinated multisectoral approach, community participation, monitoring, and reporting and measuring of impact were paramount. The presentation ended by noting that delivery of care and support in the education environment was everyone’s business. * 2.6. Overview of CSTL Implementation in the Eastern Cape
The presentation of Mr Zibi (Deputy Director General, IOM) contextualised the CSTL programme within the Institutional Operations Management (IOM) Branch. The first part of the presentation articulated how the IOM Branch was structured. Mr Zibi noted that Education Social Support Services (ESSS) Chief Directorate was one of the Chief Directorates that had been underestimated. He presented that many people did not understand the value that the ESSS gave to teaching and learning. He posited ESSS Chief Directorate as the one that boosted the morale of both learners and teachers.
Moreover, he asserted that Learner Attainment Improvement Strategy (LAIS) was the rallying point for all units of the department. All programmes should translate into enhanced performances at schools.
YO-YO EFFECT
Currently, 263 schools were underperforming. A comprehensive strategy was needed to ensure their success, and to maintain it. An unsustainable YO-YO effect had resulted due to a bid to deal with underperforming schools. The strategy presented was to tackle underperformance, focussing on two parallel projects: on improvement, and maintaining that improvement. The strategy would expect that in year 1, the underperforming schools would be pushed, and in the second year, they would be pushed and held, while in the third year, stabilisation of the system would be the main priority. CSTL programme was central to achieving the strategy detailed above. CSTL and LAIS integration were an absolute requirement. 2.7. Presentation of Paper ‘Learner Attainment Improvement Strategy’
Mr Govender presented a paper on Learner Attainment Improvement Strategy (LAIS). He submitted that the presentation would add value to the commissions’ discussions. Mr Govender put forward the notion that Care and Support were part of the broader view of the department e.g. National Strategy for Learner Attainment (NSLA), LAIS, improving community involvement to increase learner attainment. He asserted that LAIS aimed to improve education leadership, management and administration in Head Office and schools. Furthermore, it aimed to improve resource allocation, provisioning, and utilization, as well as accountability.
At the heart of LAIS, was an implementation of Back to Basics program, to increase productivity and performance at work. The mobilisation of communities to support education delivery through Quality Learning and Teaching Campaign, was central to LAIS’s success. Finally, stabilisation of the education system in order to respond to the provincial imperatives, and Improvement of achievement of learning outputs across the system, determined LAIS’s accomplishment. In conclusion Mr Govender juxtaposed the outcomes of LAIS and those of CSTL. He pointed out LAIS’s outcomes as to Achieve Quality Learning Outcomes and Improvement of Learner Performance, while the CSTL aimed to address barriers to teaching & learning for learners & teachers, and ensuring that schools were centres of inclusive learning, care & support. Both LAIS and CSTL rallied around common objectives to ensure improved learner performance and attainment. 2.8. Questions and Answers Questions or Comment | Responses | Xoliswa Fana, Mt Fletcher District, educator Early Childhood Development was currently not part of the staff establishment of the schools, and the ECD staff were not receiving capacity building | Mr Zibi: He advised that he was not a specialist in the ECD; nevertheless, he would attempt to respond. He acknowledged that there had been some challenges in the development of ECD curriculum and this had obstructed training of the ECDs practitioners and the construction of ECD classrooms. There was the possibility that the training to be offered by a service provider would be appointed through the tender system. | District Director The inclusive education is not easy to implement, what interventions can be put in place. Was CSTL meant for both learners and children? What was the difference between the educator wellness programme and the CSTL? | Dr Faith Khumalo The Employee Assistance Programme (EAP) was integrated into the CSTL programme. The CSTL Framework was not cast in stone and there was space to manoeuvre in the policy. The CSTL would assist in developing the employee wellness policies for the Department of Education. | Nomfundo Mbuso: Butterworth EAP Wellness ProgrammeWas there a programme in schools to identify learners with barriers? What training could be provided to make early identification possible? How could the special schools be made functional, and the issues of learners who are struggling in high school, be addressed? | Mrs Nabe: Director Inclusive Education In the mainstream schools there were learners who needed a low, moderate, and high level of support, as gazetted in White Paper 6. Learners who needed moderate and low support would not be taken to special schools. ILST would deal with the assessment. Learners requiring intensive support would be referred to special schools. The identification of learners with barriers to learning was continuous. | * 2.9. Messages of Support SADTU The South African Democratic Teachers Unions (SADTU) welcomed the initiative; they pledged to work together with the Department, in the interest of the learners. SADTU saw the CSTL programme as helping the learners and educators emotionally and mentally. Furthermore, SADTU viewed support of the CSTL programme as an achievable goal. They warned against burdening educators with programme overload. A call was made for all the schools to have Learners Support Agent. They urged that the department seemed to have a strategy of sustaining the CSTL programme in the schools, and to ‘never touch on the feelings of people, and deserting them later’. Finally, SADTU submitted that the teachers were not nurses or doctors but teachers; therefore they should focus on teaching. There was a need for nurses and counselors at schools. SADTU expressed a hope of working cooperatively with the DOE to build a better generation. NAPTOSA National Professional Teacher’s Organisation of South Africa (NAPTOSA) welcomed the CSTL programme and its call to bring back dignity to the educators. There was a strong call for the implementation of the CSTL Programme. The union warned that the time for rhetoric and talking shop was over. NAPTOSA emphasised that they would work together with the Department for the benefit of the learners concerned. ‘The CSTL programme should go from strength to strength’ enthused the unionist. The invitation was appreciated; educators needed the support of the Department of Education, to fight for children to get a better education. Finally, attention was paid to the importance of ensuring implementation, and holding each other’s hands as parents, learners and teachers. DEPARTMENT OF HEALTH Dr Nokuzola Nhlangula, Directorate HIV, AIDS , pledged the Department of Health’s support for the CSTL Programme. The need for care and support had long been realized. EASTERN CAPE AIDS COUNCIL (ECAC) Andile Ngqini explained the mandate of the ECAC, and talked about the strategy for HIV and AIDS in the EC. He presented that the stigma, new infections, PMTCT, HIV and AIDS were key priority areas of the HIV and AIDS strategy. In 2016, the targets aim was zero infections, zero HIV and AIDS-related deaths, with no more stigma, and no new infections of children. In addition, he conveyed a message of support for the CSTL Programme. * 2.10. Commissions’ Announcements
Ms Njotini (CSTL Project Manager, Eastern Cape Department of Education) announced the commissions. Four commissions had been allocated breakaway rooms. Commission one’s topic was ‘Linking the CSTL Framework with Learner Attainment Improvement Strategy (LAIS) Objectives’. Its speaker was Dr Saadnah Panday, Director,Health Promotion, Department of Basic Education, and was to be facilitated by Mrs. ZZ Njotini, Eastern Cape Focal Person, CSTL Programme. Commission two’s topic was ‘Pertinent Issues in the Development of a Provincial Learner Pregnancy Policy.’ Its speaker was Ms N Skenjana, Chief Director, D&G, and would be facilitated by Ms N Tyamzashe, Project Manager, Peer Education Programme. Commission three’s topic was ‘Linking CSTL Outcomes with Academic Performance of Learners. Its speaker was Ms U Nqandela, Director, Curriculum Management, GET and would be facilitated by Mr. M Tshofoti, Chief Education Specialist, Curriculum Management, GET. Commission four’s topic was ‘Enhancing Parental Involvement in Schools as Part of the CSTL Package’. Its speaker was Mr. N Vaz, Director, IDS&G, and would be facilitated by Mr. TE Binase, CES, FET Schools.
* 2. DAY TWO * 3.11. Opening Devotions * 3.12. Opening Address
Ms Maasdorp (Director HIV and AIDS & Social Planning) conveyed a word of gratitude for the presence of the senior Departmental officials. She also applauded the organisers of the conference. She provided an incisive review of Day 1 presentations, for the benefit of the delegates who attended the second day of the conference. In addition, she encouraged the conference to come up with a meaningful Action plan to be presented to the SG.
The background of the Orphans and Vulnerable Children model (OVC) can be traced back to 2007. The model was developed by the DFID, through a multisectoral partnership. She also motivated participants to go out and make a difference. Finally, the delegates were reminded that it was time to join hands as one body, and to reach out and shine in the dark.
3.13. Presentation of Displays and Adjudication The presentations below are presented in the order in which they were presented during the conference. 3.14.1. Libode
A strong partnership between Mkhundlu JSS and the Canzibe Hospital had resulted in the Hospital donating a bed for the school’s sick bay. HAC raised funds to build the sick bay/wellness centre, after the CSTL programmes had been introduced. The Department of Health had donated juices high in calcium to learners on a monthly basis. This had helped to increase the calcium intake of the learners. 3.14.2. Lusikisiki
At Hlabathini JSS, 117 learners had received child support grants on the same day. This was a consequence of HAC’s initiative in ensuring that learners who were in need received appropriate grants. HAC invited the South African Social Security Agency to receive the applications, and 117 were approved. In two schools Hlabathini JSS and Mkhankomo JSS, programme pillar 5 had been realised. Both schools raised funds to build new ablution facilities. At Hlabathini drama learners won R 75 000 in a drama competition; the topic dealt with the issues of teenage pregnancy and HIV. 3.14.3. Mt Fletcher
It had been through the CSTL programme that Ezingonyameni JSS, built a fully functional wellness centre/sick bay. Moreover, the school’s safe access control had now been implemented. The school also now had a lockable gate. In addition, the school had a substantial vegetable garden which supplemented the NSNP, and the water supply was now guaranteed since the school had championed building the borehole by efforts at fundraising. The HAC had also helped to form homework buddies to assist learners to prepare for their examinations. 3.14.4. Mount Frere
The most noticeable change since the establishment of the CSTL programme had been in Osborne JSS. The school managed to fundraise and build new ablution facilities. Since Mhlunzini JSS was situated fairly close to busy roads; HAC had approached the traffic police to conduct a road safety campaign for the learners. It was encouraging that some learners had been counselled on Drug abuse and had since stopped using drugs. The Department of Home Affairs in partnership with the schools had ensured that learners had applied for Birth Certificates and Identify Documents. 3.14.5. Mbizana
Since the CSTL programmehad been introduced, the Social Welfare service access had increased in the school communities. The partnership between the Department of Education, Home Affairs, SASSA and Social Development had benefited numerous learners; the learners had applied for and received Birth Certificates, Identity Documents and Social Grants. Through the CSTL programme, many schools in the programme had been able to marshal material support for needy learners. 3.14.6. Qumbu
The rise of drug and substance abuse in the rural areas had been a significant challenge that needed public policy attention. Qumbu was not immune to this predicament. Nevertheless, the CSTL programme had been addressing this challenge in the schools. This had mainly been achieved by implementing CSTL Safety and Protection (Pillar 3). The Health Advisory Committee had formed strong relations with the police and policing forums. The police had done random searches for drugs and dangerous weapons. This had been a great success story. In addition, the CSTL programme had contributed by promoting supplementary feeding in the schools. Most CSTL schools had established vegetable gardens. 3.14.7. Butterworth
Butterworth District had introduced both rural and township schools to the CSTL programme. In the township schools, learner safety was a major concern. Since the CSTL Programme had been introduced, the schools had mobilized funds to ensure physical safety within, and access control to the school properties. Kedama JSS was one example of the CSTL schools in Butterworth, who had progressed in this regard. Another area of improvement was pillar 4, Nutritional Support. In Ibika JSS the vegetable garden supported and supplemented the NSNP. As a result of networking, the provision of material support to vulnerable learners was guaranteed. The schools also had a directory of donors who could be contacted when support was needed. 3.14.8. Cofimvaba
Most CSTL schools had been prioritised to benefit from immunization for learners. Moreover the NGOs and the Department of Health had delivered Health Promotion messages to the learners. The topics included HIV and AIDS, hygiene, teenage pregnancy and Life Skills. The vegetable gardens in more than five schools, helped feed the child-headed households, over and above supplementation by the NSNP. In Tsomo, learners had received support in Pillar 8: Psychosocial Support, where they had been screened by Psychologists. 3.14.9. Lady Frere
Most CSTL schools had secured the first aid kits, and ensured that they were replenished once used. Some schools had strong partnerships with organisations to help replenish first aid kits. A number of schools also now had established wellness centres/sick bays through the CSTL programme. Nompumelolo JSS had harvested thousands of potatoes from the school’s vegetable garden. They supplemented the NSNP. At Nompumelelo JSS they had an effective water harvesting system to ensure supply of water to learners and educators. 2.3.11. Mthatha
Learners from 10 CSTL schools of the Mqanduli cluster had marched to Kwaaiman Police station to hand in their petition on children’s rights violations on 27 July 2012. This had been triggered by 17 cases of sexual abuse which had not been reported to SAPS. On the other hand SAPS had executed random searches, and had instituted a substance abuse awareness campaign involving 1225 learners from Mthatha Community School. Pillar 2, Health Promotion: due to the strong partnership with NGOs, UCARC had conducted an HIV/AIDS, Teenage Pregnancy, Sexual Harassment and Drug Abuse awareness campaign for 245 learners and 14 Educators at Ngqunge JSS. DoE, in collaboration with DSD, conducted a Debriefing session at Tipini J.S.S after an educator, while preparing grade 5 learners for an Annual Assessment in September 2012, had a cellphone taken by an ex-learner, at knife-point. * 2.3.12. Ngcobo
The HIV and AIDS Co-ordinator, LSA Supervisors and LSAs attended the demonstration on how sustainable healthy vegetables gardens had been established in spite of water scarcity. In Mxeba JSS a garden had subsequently been started. The Co-ordinator introduced Planting of Vegetables by Learners at Thembeni SPS and later, at home, for Food security. In September 2012 Learners from Quluqu JSS, assisted by LSA and LSA Supervisor, had received food parcels from Boxer Super Store. 2.3.13. Queenstown
The HAC of Shiloh had invited the Police to educate the learners about the consequences of crime, because some learners had become involved in gangsterism. The DoE and SAPS had worked together to rescue 21 learners from imprisonment. The Sector Management had been educating learners about the effects of Drug and Alcohol Abuse. Networking had resulted in nearby farmers donating material to build a kitchen and dining hall for learners at Mapassakraal Farm school. The farmers had also been supplying the school with vegetables every week.
2.3.14. Sterkspruit
The Department of Health at Mzimkhulu J.S.S had conducted School Health Screenings for 35 learners and learners had donated blood since the health education session. HAC of Voyizana JSS helped the SGB and Community to build new ablution facilities in 2012. Material Support: the LSA had received donations of sanitary towels from the Womens' Manyano of the Methodist Church, for young girls at Jozana`s Hoek in April 2012. Twenty (20) girl learners had benefitted.
2.3.15. Cradock
Masincedane Irrigation Scheme & LSA had established a food garden at Mthonyama Primary School to assist needy learners. Through Networking, HAC at Hinana Primary, in conjunction with Twolwana Municipality, had organized a Wellness Centre. LSA at Naniso Primary school had been assisting learners to do their homework after school. 2.3.16. East London
During the School Health week from 15 to 19 October 2012, 783 learners were screened in 12 schools. Approximately 60% of the CSTL schools had fully equipped wellness centres. CSTL schools had received donations of first aid kits through networking with local businesses. This had yielded good returns as Johnsons and Johnsons had pledged to refill First Aid Kits, and agreed to supply new First Aid Kit to the schools that requested them. Partnerships had been formed with Red Cross Society and SANTA Eastern Cape, to create TB awareness in schools. CSTL supervisors in East London had created a partnership with SANTA. All CSTL schools had been receiving donations of Porridge and Nutritious Soup for vulnerable learners.
2.3.17. Fort Beaufort
On 03 October 2012, Imvisiswano PS learners and the LSA had started a school gardening project in an effort to supplement the NSNP, and to provide more vulnerable learners with food parcels. Nqaba PS renovated toilets for both learners and educators in August 2012.
2.3.18. Graaff Reinet
An outstanding story in Graaff Reinet was the provision of academic support. The LSA of Nojoli Primary School had helped four drop-out learners to return to school. The LSA had identified children who should have been in school and intervened. This had been done with the support of the principal. Most of the CSTL programme schools had developed vegetable gardens which helped supplement the NSNP. The HAC had networked with Sophakama Community Network to renovate the ablution facilities at the schools.
2.3.19. Grahamstown
15 OVC from Samuel Ntsiko Primary had been getting food from the Ethiopian Church after interventions from the LSA. In July 2012, the LSA had arranged that 15 learners from C.M. Vellem Primary should be given clothes and food parcels at Ext 9 Hall by the SAPS. The Department of Health donated water tanks to Dambuza Primary in August 2012. The learners had previously spent most of the morning collecting water in buckets, but after LSA had networked successfully, the tanks were erected. The LSA and the principal from Samuel Ntsiko Primary had approached the municipality to organize water truck deliveries to the school every two days, as they had always had a problem with water shortage.
2.3.20. Port Elizabeth
Through ISHP, the DOE, in partnership with DoH managed to support schools for screening and referral purposes. CSTL schools had established partnerships with SAPS, to encourage schools to do drug testing, especially in schools where drug abuse was rife. Shoprite, Fruit & Veg, and Pick & Pay had also assisted other schools with supplementary feeding . Fresh garden vegetables had enhanced the nutrition of their learners, as most of them had suffered from malnutrition, many coming from poor socio–economic backgrounds where receiving only one meal a day was commonplace. LSA S had networked with retired educators to help learners with their assignments and to do Saturday classes. Other CSTL schools had networked with NMMU, Bomobutsha, Ubuntu Foundation Volunteers, and educators from Norway and London, to assist with specialized areas like the Natural Sciences, English and Maths.
2.3.21. King William’s Town
Partnerships had been established with the local police and social workers to deal with crime and bullying. School Gardens had been established at Sonwabile Primary and Siyakholwa. Fruit trees had been planted at Ntabakandoda. Home Affairs had prioritized CSTL schools with regard to document processing. During the 16 Days of Activism all stakeholders from sister departments, gathered at Geju High School, and each provided the necessary services – for example Department of Home Affairs processed applications, and SASSA assisted with grant applications.
2.3.22. Uitenhage
Vegetable gardens had become a key resource in supplementing the School Nutrition Programme. In Weston Primary School a vegetable tunnel from Nedbank had been donated. This was the initiative of HAC. HAC members had taken it upon themselves to do minor repairs to their schools. In Kruisfontein Primary School, an HAC Member fixed the leaking gutters on the roof, to promote rain water harvesting. Every Wednesday a remedial teacher at Pellsrus Primary did scholastic assessments, and referred to the ILST of the School, when barriers to learning were identified. This had enhanced academic support. A concept of clothing banks had also helped to create a repertoire of material support readily available in the schools.
2.3. AWARDS CEREMONY * 2.4.1. Opening Devotions
The Reverend spoke about the story of David in the Bible, without referring to any particular verse. He equated the educator’s task to that of carers of vulnerable learners. He said the Department had an essential mandate to care for and nurture the learners.
2.4.2. Programme Director Remarks
The programme director remarked that the awards ceremony had been about celebrating the fruits of hard work. He quoted JF Kennedy’s call to action ‘If not us, who? If not now, when?’ and also Nelson Mandela ‘It always seems impossible until it's done." The quotations were intended to encourage the foot soldiers and the supervisors to implement the CSTL programme. Finally, Norman Vincent’ Peale’s quotation: ‘Change yourself and your work will seem different.’ 2.4.3. Overview of the CSTL Programme
The background of the CSTL and its history as OVC, was presented. Ms Njotini (CSTL P) mentioned that the OVC concept had been an additional human resource placed in schools to ensure the programme’s success. She rationalised the realignment of the OVC programme to CSTL. Moreover, she explained why the recognition of excellence was important: to encourage policy implementers to achieve more. She made reference to the District Co-ordinators where a significant quantity of work had been achieved. Hence the awards. The schools had been mobilising additional funding to address changes in each CSTL pillar. The principals and the HACs had been taking charge of their schools, concluded Ms Njotini. 2.4.4. A model School The school had addressed a range of health-related issues since the CSTL programme had placed emphasis on health promotion. Safe Circumcision awareness, HIV and AIDS, and Learner Pregnancy were prominent issues that had been dealt with in Health Promotion. The principal reported that ‘Health promotion in our school has become our daily life and we strive to make sure that our learners live a healthy life.’ He said they had been pleased with their progress thus far, and were still trying to find ways to make sure that their learners were healthy. Regarding Safety and Protection, the school had been well-fenced and had proper access control. The school had worked closely with the SAPS, and Mtontsasa Police Station, to increase the safety of the learners. They had tasked a single policeman to be the school policeman and he was also a HAC member. The police did random searches in their school, searching learners for weapons, drugs and alcohol. * 2.4.5. Keynote Address
Mr Makupula MEC Education, remarked on the model school’s presentation and affirmed the progress that the CSTL programme had made. He further stated that ‘it is an important day in education’. He titled his address ‘Education is a societal matter’. Modern education was complex and sophisticated. He compared modern education with the modern motor vehicle. Furthermore, he observed that the old education system had been simple, like the ox wagon. There had been an increasing need for Care and support to expedite curriculum delivery. In addition, he called for parents to support the education of their children. The MEC emphasised the importance of home education to inculcate essential values. He called for educators to be a shining light in their communities, and not to abuse their privileges. Finally, the socioeconomic challenges that contemporary South Africa faced, had been mentioned, namely unemployment, and inequality. Education provided a platform to address these challenges.
2.4.6. Awards Presentation The adjudicators commended the work that the schools had done. The adjudication criteria were described. The results were announced as follows : Category | District | Best Learner Support Agent | Qumbu | Learner Support Agent Supervisor | Qumbu | Principal | Graaff Reinet | HAC | Lusikisiki | Co-ordinator | Lusikisiki | School | Lusikisiki Gabajane JSS | Overall District | Qumbu |
2.4.7. Vote of Thanks The SG extended words of gratitude to the MEC, and affirmed that the CSTL programme should be in every school in the Eastern Cape. He recommended that a cohesive and comprehensive action plan should become one of the key deliverables of the conference. The SG emphasised that the CSTL should be integrated with teaching and learning to promote learner attainment. In addition, a call for a sense of urgency in implementing the CSTL programme in the schools, was stressed.
2. DAY THREE * 3.1. Opening Devotion The devotion that was lead contextualised the CSTL, and depicted the nature of the human being as caring, requiring the restoration of dignity to the self, the part of humanity that cared for others .
3.2. Recap on Day 1&2
3.3. Plenary
The plenary discussion provided an opportunity for the commissions to reconvene and develop actionable and measurable action plans. * 3.4. Evaluation and Closure * * * *
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