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• Goals
– Retain learners in schools
– Create a safe and supportive learning environment that contributes to quality education
• Objectives
– Schools are alcohol & drug free zones
– Increase knowledge, life skills & confidence to prevent use
– Manage alcohol & drug use problems to enhance learning outcomes & learner retention

• Alcohol & drug abuse are developmental challenges
• Compromising teaching, learning & safety in schools
• Strategy offers comprehensive guidance for prevention
& management of alcohol & drugs in schools
• Responds to the IMC Programme of Action & CDA
National Drug Master Plan
• Located within CSTL Framework
• Based on seminal documents
– Literature review conducted
– Policy review & review of effective interventions for youth
– Departmental programmes infused throughout strategy
– Review and input by provinces (Safety & Life Skills) & DBE
Branches

Drug
Alcohol (current)
Binge drinking
Cigarettes (current)
Cannabis (ever)
Inhalants (ever)
OTC (ever)
Club drugs
Methamphetamine
Male
40.5%
33.5%
26.4%
13.1%
15.2%
12.8%
9.0%
8.7%
Females
29.5%
23.7%
15.8%
6.5%
9.2%
11.3%
4.7%
4.6%
Total
34.9%
28.5%
21.0%
9.7%
12.2%
12.0%
6.8%
6.6%
• Number of young people entering treatment is increasing (17-28%)
• Tobacco & alcohol are gateway drugs
• Gender gap closing
• Use of performance enhancing drug in sport (30/100 in GP using PES)
• Ease of accessibility in schools
• 13% used alcohol at school
• 8% used cannabis at school
8% attending school after drinking
9% offered, sold or given illegal drug at school

• Scholastic problems
– Academic performance, absenteeism & drop-out
• Mental & physical health
– Smoking – risk for cancer, heart disease, stroke, chronic respiratory disease
– Alcohol linked to 60 types of diseases & injury (20% - MVA, 30% cancer, 50% cirrhosis), & mental illness
– FAS – birth defects & developmental delays
• Accident & injury
– ½ of drivers & pedestrians killed above legal limit
• Crime & violence
Increasing incidences of violence in schools
• Risky sexual behavior
– Increasing number of partners & inconsistent condom use
• Economic
– Government spends 17 billion on addressing alcohol abuse
– 17.2% million people affected emotionally & financially by users in their midst

Methods used to deliver programmes
Content of programmes
Public health approach
Collaborative partnerships
Evidence-based strategies
Multiple approaches
Comprehensive programmes
Focus on protective & risk factors
Focus on legal and illegal drugs
Redress the norm
Interactive methods
Avoid exclusively information based programmes
Clarify values
Avoid scare tactics
Prevention education early in life
Deliver programmes over time
Target interventions to appropriate audience
Understand youth perceptions
Peer-led strategies
Working with educators/learners parents/families

Enabling environment
Policy
Integrated policies; review of policy; implement policy
Primary prevention Early detection Treatment, care and support
Curricular
School based programmes including life skills
Early warning systems; Train educators & parents to identify warning signs
Develop referral systems & create awareness about treatment services
Institutional
SBSTS; Resources
Age-appropriate services; Recordkeeping; Research dissemination;
M&E
Partnerships
Multi-sectoral ,
Community lobby groups
Co-curricular
Information & awareness raising; peer education programmes; drug free sport; family & community involvement
Training on & implementation of drug testing
Address barriers that limit access to treatment (stigma, transport, cost)
Continuation of education during treatment

• Annual provincial implementation plans
• Submission of quarterly reports by provinces on the prevalence of substance abuse.
• Commemoration of the International Day against Drug
Abuse and Illicit Trafficking
• World AIDS Day Competition
• The education and awareness programme regarding drugs, alcohol as well as doping are the main drivers of the strategy.
• The strategy has been amended to include doping and the remedial solutions, referral system, range of offence and punitive measures (duration)are still under discussion.

• The use of banned performance-enhancing drugs in sports is commonly referred to as doping particularly by the organizations that regulate sporting competitions. The use of drugs to enhance performance is considered unethical.
• The reasons for the ban are mainly the health risks of performance-enhancing drugs, the equality of opportunity for athletes, and the exemplary effect of drug-free sport for the public.
• The testing for drugs should be in line with the guide for drug testing in public schools. The input on doping is being collated and will be included in the National Strategy as well as the procedures for drug testing.
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• The DBE approach in dealing with drugs is non punitive and based on the restorative justice system that protect the learning space.
Safety measures in Public Schools declare all schools as drug free zones, the strategy outlines how to deal with drugs in the sector.
• The amendment and consultation with various stakeholders in
Education and the testing procedures of doping is critical.
• The processes and testing procedure should not be punitive and detrimental to the Child’s future.
• There should be very clear treatment, care and support to athletes found doping.
• Parental involvement and consent should be sort before administering any test. The support structure for the learner must be established to ensure commitment to treatment if needed.
• Educational programmes on doping should form part of the current
Life Orientation syllabus on alcohol and drug abuse.
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• The involvement of parents (minor) and or coach is vital, the clear referral system and support must be outlined.
• The process should protect the dignity of each learner, not lead to labelling and ensure the protection of dignity and their future goals
• The School Safety Framework has been amended to include doping as one of the programmes that School safety committees should deal with.
• The National Drug Master Plan (2012 – 2016) mandates DBE to use various education programmes to combat the use of drugs in the sector. Doping will be included in the plan with the outlined care and support strategies.
• SAIDS Amendment Act (Act 25 of 2006) highlights the objectives of the Institute and includes the development of the educational programmes for the sporting and general community on dangers of doping.
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• The Department of Basic Education upholds the principle that, using performance-enhancing drugs goes against the "spirit of sport.“
• Anti-doping programs seek to preserve what is intrinsically valuable about sport. This intrinsic value which is often referred to as the “Spirit of Sport,” is the celebration of the human spirit, body and mind.
Doping is fundamentally contrary to the Spirit of Sport.
• This must be celebrated through educational programmes in various platform and adequate informative preparation for the young athletes must be done.
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• The use of muscle-building steroids by teenagers is of particular concern because it can prematurely close growth plates amongst other common side effects.
• Efforts to deter performance-enhancing drug use among high school athletes have had indeterminate success as the problem is exacerbated by coaches and parents who allow or even encourage their children to use steroids in hopes of sporting success.
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When dealing with learners, drug testing may have certain legal ramifications when considering the guiding principles as captured in the South African Schools Act, 1996
(Act No. 84 of 1996) Chapter 2: 8A.
South African Schools Act, 1996 (Act No. 84 of 1996) SAIDS Anti Doping Rules January 2009.
Random search and seizure and drug testing at schools
5.3 Testing Standards
Testing conducted by SAIDS and its National Federations
8) The principal or his or her delegate may at random administer a urine or other non-invasive test to any group of learners that is on fair and reasonable grounds shall be in substantial conformity with the
International Standard for Testing in force at the time of
Testing .
suspected of using illegal drugs, after taking into account all relevant factors contemplated in subsection (3).
5.3.1
Blood (or other non-urine) Samples may be used to detect Prohibited Substances or Prohibited Methods , for screening procedure purposes, or for longitudinal haematological profiling (“the passport”).
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• As a consequence, education and training seem a better preventive measure than testing, but methods used to inform young athletes about the health hazards and ethical considerations of doping my need to be aligned and enhanced.
• The Department Of Basic Education is engaging with Sport and Recreation South Africa and The South African Institute for Drug-Free Sport's to establish a common approach to increasing awareness in an effort to eliminate the use of performance-enhancing drugs in sports.
• Inclusion of doping within the existing policy documents will ensure that adequate preventative measures have been engaged.
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• Prior to 1994, Physical Education (PE) was recognized as an approved subject but it was approached differently by the separate education departments.
• A lack of qualified teachers and resources mitigated against the roll-out of an effective Physical Education programme in all schools.
• More time was given to subjects like Mathematics and
Science than to Physical Education. This has changed as
Physical Education(time table) and school sport (cocurricular) has been given time within the school programme. Each school is expected to put aside time for sport in their school programme.

• The Life Skills/Life Orientation curriculum is central to the holistic development of learners.
• It is concerned with the social, personal, intellectual, emotional and physical growth of learners.
• The Life Skills/Life Orientation curriculum addresses the development skills, knowledge, values and attitudes that enable learners to make informed decisions about their personal lifestyles, civic responsibilities, physical wellbeing, careers etc.
• Physical Education forms the core of the Life
Orientation/Life Skills programme.

The following table gives an indication of contact time allocated to Life
Orientation in Grades R-12. Learners are expected to participate in PE once a week which is on the timetable to take place in a fixed peri od.
PHASE / BAND GRADE
Foundation
Phase
R, 1 and 2
3
4, 5 and 6 Intermediate
Phase
Senior Phase 7, 8 and 9
FET Band 10 – 12
CONTACT TIME
FOR LO
CONTACT TIME
FOR PE
6 hours / week 2 hours/ week
7 hours / week 2 hours/ week
4 hours / week 1 hour/ week
2 hours / week 1 hour/ week
2 hours / week 1 hour/ week

• All Physical Education periods focus on practical physical and mass participation in movement activities for enjoyment and enrichment purposes.
• The Physical Education Task (PET) is administered across all four school terms in all grades, with the exception of Grade 12 which will be across three school terms.
• Learner participation and movement performance in the PET will be assessed through classroom observation and reported at the end of each term.
• The focus of assessment for Grades 4-12 falls into two broad categories:
– Frequency of participation during PE periods
– Outcome of movement performance

• Moderation of the Physical Education Task (PET) in Grades 4-12 will happen at all levels in the system i.e.
• The Head of Department (HOD), subject head or a teacher appointed by the principal for this purpose, will moderate the PET during sampled Physical Education periods by observing learners performing the actual assessment task.
• This means the moderation for PET will be done throughout the year.
• A checklist, which includes an indication of the evidence required to ascertain that movement activities have taken place in Life
Skills/Life Orientation, signed by the Head of Department (HOD), subject head or a teacher appointed by the principal for this purpose must be placed in the Life Skills/Life Orientation teacher’s file as evidence of moderation for PET at a school.

• CAPS makes provision for all learners to be accommodated in PE.
• Learners with disabilities need to experience the same quality of PE and be offered equivalent opportunities for physical activity that are offered to other learners, but with modification to meet their needs.
• Some activities will have more restrictions than others and some will be less vigorous than others depending on the needs.

• The teacher in conjunction with other supporting staff will decide if the PE programme requires mild, moderate or limited participation.
• Teachers adapt, modify and change the activity and or equipment to meet the special needs of learners.
• The goal is to ensure the learner is progressing and having some form of success.

• Not all schools have the basic equipment and facilities required to present movement activities.
• Teachers are being trained in the improvisation of equipment and the effective use of available facilities until such time schools are fully equipped with such resources.
• Initiatives are currently in place to address the shortfall of equipment and facilities in schools.

Shortage of teachers with a PE qualification
• Not all teachers who currently teach Life Skills/Life Orientation are qualified to teach the Physical Education component of the Life
Skills/Life Orientation curriculum.
• While the movement outcome is a compulsory focus area, many teachers still do not feel confident to teach and assess it.
• Accredited training of educators with the support of UNICEF,
Sportec, Embury College, Discovery Vitality and Red Cap
Foundation has opened up opportunities for educators. This partnership alone has trained 100 educators per province in
2013/14 financial year, with Free State training further 200 educators.
• Provinces have prioritized the training of Educators, curriculum advisers and Sport coordinators on the support, monitoring and evaluation aspects of the curriculum delivery.

• The Department of Basic Education in partnership with
UNICEF developed a Young Heroes Programme which is rolled out by Sportec and Red Cap Foundation in 2011.
• The Sport for Development programme has the Young
Heroes as the critical baseline that encompasses both intra school and PE
• The programme provides the base of league implementation from the classroom (inter-house to interclass). The inter house programme is introduced during the
PE lesson as part of the practical aspect of PE.
• The programme promotes both mass participation and competitive sport within the school.
• Provinces were trained in the league implementation which includes the intra school programme.
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• The Sport for Development (S4D) empowers teachers with skills of managing the intra school programme.
• Administrative templates and monitoring tools have been developed to keep the progress records in schools.
• The inter school programme culminates into the mini circuit or area festivals.
• In 2014, DBE focused on training of District officials responsible for Sport and PE in spreading the programme throughout each province. The monitoring and reporting strategies as well as supporting mechanisms to educators responsible for PE & Sport.
• The meeting scheduled for 29 October 2014, with
Provincial DDG’s, Chief Directors and Directors responsible for School Sport to outline the programme as well as the monitoring and evaluation aspects thereof
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John F. Kennedy