School Safety & the Integrated
School Health Programme
Presentation to the Select Committee on
Education and Recreation
26 February 2014
Dr Shermain Mannah
Acting Chief Director
Social Inclusion & Partnerships
Dr Faith Kumalo
Chief Director
Care & Support in Schools
1
School Safety Programme
Overview
• Guiding Principles
• Violence in South African Schools
• Current evidence on school violence
• Key Findings of the NSVS Study 2012
• DBE Response to School Safety
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–
–
–
–
–
Ecological Model Explained
Current Programmes
Focus of the DBE-SAPS Protocol
Progress on implementation of the Protocol
Programmes in Progress
Integrating School Safety across the Curriculum & Teacher
Development
• Conclusion
Guiding Principles
NDP & Action Plan 2014-Towards Vision
2015
Goal 10 ► Ensure learners remain effectively
enrolled in school up to 15 years
Goal 22 ► Improve parent and community
participation in the governance of schools
Goal 24 ► Ensure that the environment of
every school inspires learners to want to
come to school and learn, and teachers to
teach
Violence in Schools: Perception and
Reality
Current Evidence on Violence in Schools
• Leverage on existing research and data- work closely
with different institutions & departments, for example:
South African Council of Educators (SACE), Centre for
Justice and Crime Prevention (CJCP), South African
Human Rights Commission, Dept of Justice &
Constitutional Development, Dept. of Social
Development etc.
• In 2008, CJCP conducted first baseline study on school
violence and conducted a follow up study in 2012.
• The 2008 study found that 22% of the secondary school
learners surveyed had succumbed to some form of
violence in the 12 months preceding the study.
Violence in South African Schools
• The initial baseline study revealed most schools had
similar safety and security challenges, which were
grouped as follows:
Physical infrastructure and equipment
Safety and Security
Management and Governance
Partnership
• The second NSVS study (2012) revealed that although
violence is still high, it has remained constant (22.2% in
2012)
• It provided data on the sites of violence, the hot-spots and
gendered nature of sexual assault
• This allows for targeted interventions and responses
Key Findings of the CJCP NSVS (2012)
• The study sample comprised 5,939 learners,
121 principals and 239 educators.
• In total, more than a fifth of learners had
experienced violence at school.
• 12.2% had been threatened with violence by
someone at school
• 6.3% had been assaulted
• 4.7% had been sexually assaulted or raped
• 4.5% had been robbed at school.
KEY FINDINGS CONT.
• 20% scholars had experienced some form of
cyber bullying violence in the past year.
• Violence at schools was often not a once-off
encounter.
• Violence was not limited to incidents between
learners
• The classroom is the primary site of victimization
• Educators were also often victims of verbal
violence (52.1%), physical violence (12.4%) and
sexual violence (3.3%) perpetrated by learners.
Perpetrators of violence
Threats
Assault
Sexual
assault
Robbery
Theft
School teacher
6.8
25.0
3.9
9.1
6.9
School pupil
90.3
69.8
90.9
86.0
91.3
Family member
0.9
0.9
1.2
1.4
0.7
Other person of
authority
1.0
3.7
0.4
2.1
0.8
Person from outside of
the school
0.7
0.6
0.0
0.7
0.0
Gang member
0.1
0.0
0.0
0.7
0.0
10
Location of violence
Threats
Assault
Sexual
assault
Robbery
Theft
Classrooms
44.3
51.0
54.2
60.2
91.5
School gate area
1.0
0.6
0.0
0.8
0.0
Playing fields
25.0
24.8
13.2
14.0
4.6
Corridors
11.1
5.0
11.4
7.2
1.1
Toilets
4.1
5.5
12.5
6.8
0.3
Other open grounds
13.5
11.8
6.6
6.4
1.0
Halls
1.0
0.6
0.4
1.1
0.2
Principal’s office
0.0
0.6
0.0
3.4
0.6
11
DBE Response to violence in
schools
The DBE response to school safety is underpinned by
the following:
• School violence is undergirded by a myriad of
individual, school, family and broader communitylevel risk factors that coalesce to create vulnerability
for violence.
• Any attempt to curb violence occurring in
schools needs to extend beyond the school
itself.
• Parental & Community support, including prevention
and early intervention are the most reliable and costeffective ways to support school safety
DBE Response to violence in
schools
The DBE uses an ecological model to
address violence in schools
Ecological Model Explained
Levels
Parameters for Interventions
Individual
Focus on personal history that creates vulnerability violence e.g. low self
esteem, abuse. Interventions focus on modifying cognitive and social skills
and behaviour practices by providing social development programmes,
psychosocial services and curriculum development.
Relationships
Risk factors include interactions with family members, peers and intimate
partners e.g. dysfunctional families.
Strategies to reduce risks are: providing psychosocial support (individual,
family, group therapy). Educational and peer based support programs.
Community
Focus on schools, communities where social relationships start to develop.
Risk factors include a violent school culture, easy access to weapons and
substances within the school etc. Interventions mobilizing the community,
improve educator skills, reduce the availability of weapons & substances.
Societal
Societal factors create an environment that encourages or deter violence.
Risk factors include: poverty and inequality, a culture of violence, and
youth unemployment. At this level, policies that look at health, the
economy, education and social are important.
Current Programmes
• School safety & the prevention of crime is a
shared mandate, hence DBE collaborates with
other relevant departments
• In 2011 the DBE & SAPS signed a protocol to
reduce crime and violence in schools and in
communities
• The Strategic Objective of this Protocol is to
create Safe, Caring and Child Friendly Schools,
and address incidents of crime and violence in a
holistic and integrated manner
THE FOCUS OF THE DBE-SAPS PROTOCOL
• To strengthen Safe School Committees in addressing crime and
violence in schools as part of its mandate
• To assume an active role as a member of Safe School Committees
• To link all schools to local Police Stations
• To raise awareness amongst children and young learners regarding
crime and violence and its impact on individuals, families and
education
• To mobilize communities to take ownership of schools
• To encourage the establishment of reporting systems at schools
and,
• To implement school-based crime prevention programmes in
collaboration with provincial, district/local officials responsible for
school safety
Progress on implementation of the
Protocol
• Thus far close to 15 000 schools linked to police
stations have been verified by the DBE
• School Safety Committees comprising of SGB
members, educators and a police official will receive
training this year on the implementation of the
Protocol
• The SAPS-DBE Protocol is being integrated into the
DBE’s social cohesion programme
• Community School Safety Dialogues with SAPS will
be rolled out in the new financial year
Current Programmes Cont.
•
Developed training manuals for provincial and district officials, principals,
school management teams, school governing bodies, teachers and learners
on the Prevention and Management of Bullying, including cyber-bullying in
schools.
•
Training was rolled out nationally last year and currently provinces have a
total of 1387 master trainers
•
Specific effort have been made to include schools for learners with special
needs
•
Provinces have submitted implementation plans for the roll out of training
which will be monitored by the national office
•
Developed E-Safety Guidelines to address cyber-bullying & pamphlets on
School Safety tips for parents and teachers, cyber & homophobic bullying &
gangsterism and distributed to provinces electronically
In Progress
• Developing an integrated and multi-disciplinary National
School Safety Framework: including GBV, Drug & alcohol
abuse etc.
• Integrate school safety plans into local development & safety
plans: School Safety Committees at the local level will work
closely with Community Based Police Forums & other local
crime prevention initiatives
• Monitoring and Evaluation: The framework will be supported
by a clear implementation roll out plan, standardized school
safety indicators and accessible tools for schools.
• Evidence-based prevention Strategy: develop a data base on
school violence prevention initiatives which will be evidencebased and implement these best practices in targeted areas
Integrating Safety in Curriculum & Teacher
Development
Curriculum & Teacher Development:
• Rights and Responsibilities: BOR & Teacher
training manual
• Values in Action Training manual
• Gender Empowerment – Speak Out against Abuse
• GEM/BEM Clubs
• Sports for Development
• Building Social Cohesion
• Peer Education and Life skills
• National Strategy on Prevention & Management of
Alcohol and Drug use
• School Governing Bodies & RCLs
• Partnerships
Conclusion
• Addressing violence cannot be solely addressed at one level.
• Like the 2008 NSVS study, the 2012 NSVS highlighted the
extent to which family and community factors intersect with
the levels of violence occurring at schools.
• School violence has deep societal origins. Thus, safe
community and broader societal environments are
prerequisites for safe schools.
• Thus, any response geared towards creating a safe and
supportive school environment needs to identify locally the
risk and protective factors and put mechanisms in place to
address these. School violence is a societal issue that
requires a collaborative and whole school approach.
Integrated School Health
Programme
Outline of presentation
• Background
• Achievements
• Challenges
• Plans for 2014/15 FY
• Best practices
• Conclusion
Background
• June 2009: Minister of BE reached agreement with
Minister of Health to implement school health
screening for Grade 1 learners in 2010
– health assessment package included screening for
vision, hearing & oral health
• 2009: Joint Task Team DBE & DOH formed.
Implemented School Health Weeks March &
October from 2010
• Feb 2011: Minister of BE requested extension of
programme to:
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–
–
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all Grade 1 learners
learners repeating grades
referrals by educators and/or parents
Incrementally provide services to all learners
Background continued
• August 2012 - ISHP Joint task team between
DBE, DOH and DSD, overseen by the DDGs in
DBE & DOH. Participation by NGOs &
development partners
• Strengths
– High level political commitment
• 11 October 2012: ISHP launched by President, Tshwane,
GP: ‘ISHP a revolution?’
• March 2014: HPV vaccination to be launched, Mangaung,
FS
• SONA: School Health Services
•
Achievements: Inter-sectoral collaboration
National level
•Regular TT meetings
•Provide support to ISHP implementation at
provincial level
•Intergovernmental Protocol drafted
•Guidelines for principals and service providers
to engage with schools developed, training
provided
•(Draft) Guidelines for SGBs to consult on ISHP
Provincial /district level
•PTT in NC, WC, EC, KZN, MP, LP, FS
•All provinces developed joint implementation
plans for 2013/14; draft 2014/15
Support to Provinces
• Interprovincial meetings held
–27-28 Feb 2012, 10-11 Apr 2013, 28-29 Jan 2014
• Extensive school level monitoring
• Support for development of provincial
implementation plans
• Strengthening PTT, DTT
• DBE provided 1897 scales, 2025 stadiometers,
14659 snellen charts (EU funding)
• PEDs purchased screens, snellen charts,
scales, stadiometers, duplication of reporting,
consent forms through HIV & AIDS Life Skills
Education Programme Conditional Grant
• DOH purchased state-of-the art mobiles for 11
NHI pilot districts
Defined Target Group
Screened once per educational phase:
•Grade 1: early intervention
•Grade 4: before onset of puberty (health
education)
•Grade 8: transition from primary to
secondary school (increased risk
behaviours)
•Grade 10: Drop out increases–risk factor for
early pregnancy & HIV
•Learners repeating grades, & in special
schools: identify health barriers to learning
Defined Health Services Package
• Health screening (vision, hearing, nutritional status,
TB)
• onsite services (immunisation, minor ailments)
• health education
• environmental assessment
For older learners
SRH services (HCT, contraception incl. condoms,
screening for STIs & pregnancy, education on MMC)
NB: SRH services provided by a professional nurse,
private & confidential
Human and other resources
• Provincial Coordinators for DOH, DBE, some
DSD
• School health teams (RN & ENA-2 nurses, oral
hygienist & health promoter)
- norm: 1 school health team per 2,000
targeted learners
- Increased number of teams; NEED MORE
• Training manual for nurses developed & training
on ISHP provided to all provinces
• Advocacy Material developed
Mobiles procured by DOH
PHC Mobile
PHC mobile
School Health Teams
School Health Teams
Province
Number of teams
EC
60
FS
19
GP
58
KZN
LP
MP
NC
NW
WC
180
52
16
7
21
45
RSA
423
35
Advocacy Materials developed
• Information leaflets on school health
screening
• Vision, hearing, oral health & speech
impairments for educators & parents
• Information leaflets for parents, learners on
ISHP
• Immunisation & de-worming for educators &
parents
• Advocacy leaflets for educators, parents &
learners on alcohol and drug abuse
• Advocacy leaflets for educators, parents &
learners on TB (draft)
Parental involvement and consent
• Active parental consent for all learners & learner
assent (12 years & older)
• Voluntary participation
• Information leaflets, health education translated in
all official languages
• Consultations with SGBs
• Parents encouraged to accompany learners when
school health teams come
Achievements continued
Data for 2013 April-December only
Challenges
• Equipment not sufficient, especially
audiometers
• Credible data and timely reporting
• Human Resources: DSD to appoint
Provincial Coordinators, DOH: more
school health teams (nurses, social
workers, child and youth care workers),
DBE needs dedicated ISHP officials
• Lack of funding
ISHP Partners
• Colgate Palmolive provided health education to
679 304 learners in 2013/14
• Transnet- Phelophepa Train provides health
screening and services to learners
• UNICEF funded 5 Year Strategy, TB awareness
programme, health promotion material, support the
development of implementation plans in EC
• CDC funded Interprovincial meetings
• CIE provided health services to 598 learners in
2013/14 in deep rural areas
• VODACOM to develop service delivery & reporting
model for mobile units
• Bona Bolo to provide glasses to 8 schools in NW
• Spec Savers, Ster Kinekor provides glasses to
learners in GP, NC, FS provinces
• LoveLife supports health education
• And many others………………….
Best practices
• The ISHP is overseen by the DDGs of DBE
& DOH
• Example of inter-departmental
collaboration
• Monthly task team meetings held
• Strong SGB and community involvement
• Partnerships extend the reach of the ISHP
Plans for 2014/15
• Targets for 2014/15
–Grade 1 (all quintiles)
–Grades 4, 8, 10 quintile 1-2
–Learners in special schools, repeating grades
–HPV for Grade 4 girls
–8 ECF pilot districts
• Stronger Inter-sectoral collaboration
• Full implementation of the health services package
• Functional Referral Systems
• Must ensure services provided, beyond
screening
• Data collection & reporting (evidence)
• Psychosocial Support
• Resources
Conclusion
• Since 2010 huge strides have been made in
programme development & expanding
• Strategy for universal coverage of all learners in
ISHP is being developed, based on global
evidence of best practice and our own experience
• Strong political leadership and support
• ISHP mechanism to deliver on Outcome 1 and 2 of
government (Quality Basic Education and A Long
and Healthy Life for All South Africans)
• Can build on achievements made thus far
Thank You
kumalo.f@dbe.gov.za
mannah.s@dbe.gov.za
Website: www.education.gov.za
Call Centre: 0800 202 933 | callcentre@dbe.gov.za
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