Date:13/09/2005
Source: KwaZulu-Natal Provincial Government
Title:Cronje: World Congress on International Association for Suicide Prevention
KZN Education MEC Ina Cronje speech at the XXIII World Congress of the –International Association for Suicide Prevention (IASP)
1. INTRODUCTION
It is indeed a great honour and privilege for me to be afforded the opportunity to participate in this conference and to address you on such an important issue that impacts on the lives of many learners, their families and friends. This is an issue of grave concern for the KwaZulu-Natal Department of Education, but also for the whole province, our beloved country and for the world.
As we are aware, the incidence of suicide is on the increase in South Africa as well as all over the world, especially, suicide amongst our young people, our adolescents, and it is even spreading to our children as young as 10 years of age. The shocking facts are that the suicide rate for children aged 10 to 14 years old has more than doubled over the last fifteen years.
Suicide and attempted suicide is something that we can not run away from, we have no option but to face the realities and to do something about it.
2. Impact of suicide on KwaZulu-Natal Department of Education
The results from the first South African National Youth Risk Behaviour Survey that was conducted in 2002 by the Medical Research Council and the Department of Health confronted us with the reality of how our young people really feel about life. At a national level 24,6% of learners indicated that they felt so sad or had such hopeless feelings that they wanted to stop living. In our Province the percentage was 21% of learners felt like this! Ladies and gentlemen, we are talking about one out of five learners! 19% of our learners considered attempting suicide, 14,2% of those who indicated their feelings of hopelessness, actually made a plan to commit suicide, sadly, 24,6 of those who felt hopeless, made a suicide attempt that required medical treatment.
The KwaZulu-Natal Department of Education had to take these results into account if we want this department to be the leading department in the country. Our province has the biggest number of school going children in the country, i.e. 2 764 435 learners in 6014 schools. If we apply the statistics to our Province, you will agree with me, that all our schools accommodate learners who feel sad and hopeless and therefore, need some support and intervention.
Our officials had to deal with the trauma experienced by friends of learners who committed suicide and those who actually survived a suicide attempt and try to pick up the pieces of broken lives.
As Department of Education we are aware that there are many causes for negative life experiences and depression that may result in suicide and attempted suicide. Some of these causes can be related to the barriers to learning and development that are experienced by many of our learners – these barriers include: * Extrinsic Barriers such as lack of access to basic services, poverty, socio-emotional disfunctioning of the learner, physical, emotional and sexual abuse, political violence, domestic / community violence and crime, the impact of HIV/AIDS on those affected and infected and substance abuse * Intrinsic Barriers, such as disabilities, genetically predisposed depression is also barriers to take into account.
Dealing with suicide is a complex matter; our main objective in the Department of Education is to provide education to all learners. As we are aware, we do not function within little boxes, therefore, the Department of Education provides education in a holistic way, taking into account the needs of the learner as a person. We realise that this complex matter of suicide is not something that we can tackle on our own - we do not have sufficient manpower or the facilities, and therefore, it is necessary for us to take hands with other role players in this field so that we can become partners to develop programmes in an attempt to prevent the increasing numbers of learners that feel so hopeless that they want to end their lives; we need partners to assist us in dealing with the trauma of learners in our schools; we need each other to save our children!
The Department of Education is privileged to have Prof Schlebusch as one of our primer partners, he is one of the world’s renown experts in this field, he has tremendous experience and skills, and above all, he started his career within our department – Prof Schlebusch we are proud to have you as one of our sons and appreciate your assistance, your guidance and the sharing of your knowledge with us. Dr Schlebusch and his team are assisting us to develop an appropriate prevention programme that we can take to our schools. We thank you for this.
3. Policies addressing the issue:
The national department and the KwaZulu-Natal Department of Education have several policy documents in place that promotes the protection of children, including the prevention of suicide. Our province has protocols in place that specifically deals with the management of trauma such as suicide, child abuse and neglect. An inter-sectoral collaborative approach forms the basis of all policies.
* Revised National Curriculum Statement (RNCS) - grades R - 9 (2002) and National Curriculum Statement Further Education Training: The RNCS adopts an inclusive approach by specifying minimum requirements for all learners. The special educational, social, emotional and physical needs of learners will be addressed in the design and development of appropriate learning programmes. The Learning Area Statements provide a guideline of requirements and expectations from Grade R to 9. The RNCS has tried to ensure that all Learning Area Statements reflect the principles and practices of social justice, respect for the environment and human rights as defined in the Constitution. In particular, the curriculum attempts to be sensitive to issues of poverty, inequality, race, gender, age, disability and such challenges as HIV/AIDS. The Life Orientation Learning Area guides and prepares learners for life and its possibilities. Life Orientation specifically equips learners for meaningful and successful living in a rapidly changing and transforming society. It develops skills, knowledge, values and attitudes that empower learners to make informed decisions and take appropriate actions regarding:
* Health Promotion
* Social Development
* Personal development
* Physical development and movement
* Orientation to the world of work.
* Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System:
The White Paper 6 focuses on the transformation of the former segregation of learners with disabilities to a system of inclusive education where the principle of “Quality Education for All” forms the basis of the document. The term “inclusive education” can be defined as:
* Acknowledging that all children and youth can learn and that all children need support * Enabling education structures, systems and learning methodologies to meet the needs of all learners
* Acknowledging and respecting differences in learners, whether due to age, gender, ethnicity, language, class, disability, HIV/AIDS or other infectious diseases
* Broader than formal schooling and acknowledging that learning also occurs in the home and community, and within formal and informal setting and structures
* Changing attitudes, behaviour, teaching methods, curricula and environment to meet the needs of all learners
* Maximising the participation of all learners in the culture and the curriculum of educational institutions and uncovering and minimising barriers to learning.
The White Paper 6 outline the strategies to address barriers to education, of which child abuse and neglect are also seen as “barriers to education”
* National Policy on HIV/AIDS for learners and educators in public schools, and students and educators in Further Education and Training Institutions:
This policy seeks to contribute towards promoting effective prevention and care within the context of the public education system with regard to HIV/AIDS. It deals with the protection of learners who are infected and affected by HIV/AIDS, the provision to implement universal precautions to eliminate the risk of transmission in an effective way as well as provision for an effective and sustainable education programme on HIV/AIDS. Age appropriate education on HIV/AIDS forms part of the curriculum for all learners and are integrated in the life skills education programme for pre-primary, primary and secondary school learners. This programme forms part of the Life Orientation Learning Area as is outlined in the Revised National Curriculum Statement.
The programme includes the following:
* Providing information on HIV/AIDS and developing life skills necessary for the prevention of HIV transmission as well as basic first aid principles;
* Emphasising the role of drugs, sexual abuse and violence, and sexually transmitted diseases in the transmission of HIV, and empowering learners to deal with these situations; * Encouraging learners to make use of heath car, counselling and support services offered by community service organisations and other disciplines;
learners and students how to behave towards persons with HIV/AIDS, raising awareness on prejudice and stereotypes around HIV/AIDS; * Cultivating an enabling environment and a culture of non-discrimination towards people with HIV/AIDS; and
* Providing information on appropriate prevention and avoidance measures, including abstinence from sexual intercourse and immorality, the use of condoms, faithfulness to one’s partner, obtaining prompt medical treatment for sexually transmitted diseases and tuberculoses, avoiding traumatic contact with blood, and the application of universal precautions.
This policy also provides for the establishment of a possible Health Advisory Committee in each school that can offer support and guidelines to the school.
* National Policy on the Management of Drug Abuse by Learners in Public and Independent Schools and Further Education and Training Institutions:
This policy gives clear guidelines to schools for the management of learners and educators who are experimenting with, using, abusing, dealing in and in possession of drugs. The policy deals with drug screening and searches of learners. Education and information on intervention strategies as well as a School management plan form an important part of this policy.
South African Schools Act, Act 84 of 1996: This Act provides for a uniform system for the organisation, governance and funding of schools. An important part of this Act is the establishment of School Governing Bodies that promotes parent participation in the governance of the school. One of their responsibilities is to develop a Code of Conduct for learners.
* Guidelines for the consideration of governing bodies in adopting a code of conduct for learners:
Guidelines have been established that specifically deals with the rights and responsibilities of learners. Non-violence and the freedom and security of learners are ensured.
* Regulations for Safety Measures at Public Schools:
These regulations deals with the promotion of violence and drug free schools, and access to public school premises. This serves to protect learners from all forms of violence and issues such as abduction and exploitation.
* Regulations to Prohibit initiation Practices in Schools:
These regulations place the responsibility on principals. Educators and governing bodies to ensure that learners will be protected against initiation practices that endangers the mental or physical health or safety of the learner; undermines the intrinsic worth of learners; submission to humiliating or violent acts which undermine the dignity of the child; undermines the fundamental rights and values that underpin the Constitution; destroys public or private property.
* Signposts for Safe Schools:
The Department of Education and the Department of Safety and Security have developed a manual "Signposts for Safe Schools" that deals with several social issues that impact on the safety at schools. This document is intended to provide schools with strategies to address specific social issues, focussing on improving the impact, authority and efficiency of school management and school services, development of policies, procedures and plans for their implementation, including policies for non-adherence, and strategies to involve, mobilise and capacitate youth in prevention programmes, projects and campaigns. The manual deals with issues such as bullying, gangs, racism, guns and weapons, truancy, witchcraft, child abuse, HIV/AIDS, stress and suicide and substance abuse.
* Girls Education Movement (GEM): GEM is a child-centred, child-led grassroots movement that was launched in March 2003 in Parliament. The objectives are as follows: * To protect and promote the rights of all girls to quality education
* To enable African girls to participate in decision making about their education * To provide girls with opportunities to develop and exercise their leadership and technical skills * To tap the potential of boys, men and women to work in partnership with girls to promote equitable, accessible, high quality education in Africa and trough education to create equitable, justice societies
* To protect the rights of girls with special needs and any child at risk of exploitation or abuse in or outside school
* To sensitise key actors in the importance of girls education and mobilise policies and programs that will ensure quality education for all girls.
Employment of Educators Act, Act 76 of 1998: This Act provides for the employment of educators, for the regulation of the conditions of service, discipline, retirement and discharge of educators and for matters connected therewith.
One of the provisions of this Act is the dismissal of an educator if he or she is found guilty of theft, bribery, fraud or an act of corruption in regard to examinations or promotional reports; committing an act of sexual assault on a learners, student or other employee; having an sexual relationship with a learner of the school where he or she is employed; seriously assaulting, with the intention to do grievous bodily harm to a learner; illegal possession of an intoxicating, illegal or stupefying substance; or causing a learner to perform any of the acts contemplated in this paragraph.
South African Council of Educators Act, Act 31 of 2000:
The Code of Professional Ethics that forms part of this Act, clearly states that an educator should avoid any form of humiliation and refrains from any form of abuse, physical or psychological; should refrains from improper physical contact with learners; refrains from any form of sexual harassment, physical or otherwise, of learners; refrains from any form of sexual relationship with learners at a school. It is expected of an educator to use appropriate language and behaviour in his or her interaction with learner, and acts in such a way as to elicit respect from the learners; takes responsible steps to ensure the safety of the learner.
Ladies and gentlemen, as I have rightfully mentioned, we do have policies in place to address this serious and sad issue, but how do we as KwaZulu-Natal Department of Education implement these policies?
4. Current Programmes
The department is currently in partnership with the Media in Education Trust and the Royal Netherlands Embassy to establish and promote a model for schools to be centres of care and support for orphans and vulnerable children. We are convinced that this project will assist us to improve the lives of our learners so that they will experience feelings of happiness and joy.
The following directorates are directly involved with policy implementation and have the following programmes. These programmes have an inter-sectoral approach and directorates are working in collaboration with each other to ensure the most effective service delivery:
Within the Curriculum:
Programmes within the Life Orientation Learning Area
* Health promotion – Learning programmes to raise awareness with regard to dangers of substance abuse, risky life styles
* Social development - Life skills to cope effectively and to make the rights choices and decisions, programmes for the development of a positive self-esteem
* Personal development - Values and norms * Physical development and movement
Support Programmes:
The Directorate Psychological Guidance and Special Education Services (PGSES) provide support with regard to psychological-, social work- and counselling needs. They are involved with the following empowerment programmes for educators and learners:
* Dealing with high risk issues - Child abuse, Substance abuse, violence, sexual activities, teenage pregnancies, HIV/AIDS (Prevention, management, care and support)
* Ensure and assist with development of programme for the practical implementation of policies
* Support to schools with regard to early identification of learners with social-emotional problems as a result of substance abuse – learner self or parent/care giver
* Provide consultation and guidance with regard to available care and support services, such as welfare facilities, rehabilitation centres, out-patient treatment, and other related services
* Consult and Assist schools with the development of programmes to address issues such as addiction, treatment and prevention
* Part of an inter-sectoral team to develop programmes and to address and assist with specific issues, e.g. strategies to manage challenges such as awareness, prevention and management of learners with psycho-socio- and emotional problems
* Participate in Care and Support programmes for educators and learners in the management of trauma
The Directorate for Education Management and Governance Development (EMGD) has several programmes to empower schools and to ensure implementation of Policies at all levels, i.e. School Management Teams, School Governing Bodies, and Representative Council for Learners.
Inter-Sectoral Partners
The department is privileged to have good collaboration and co-operation from other government departments in addressing challenges such as suicide. , We work closely with the Office of the Premier, Dept of Health, Dept of Social Welfare, Dept of Agriculture, Local Government and others
We appreciate the partnership with the non-governmental organisation sector, i.e. Life Line, SANCA, Child Welfare Organisations, Faith Based Organisations, Lawyers for Human Rights, SA Human Rights Commission, Children’s Rights Centre, Childline, MiET, ELET and others.
5. Way Forward:
As I have mentioned, we cannot address and deal with this challenge on our own, that is why we are here – to learn more and to take hands so that we can all preserve the lives of our children, to let them grow and develop into adults who would be able to cope with life and to live life with enthusiasm and hope for the future!
Issued by: Department of Education, KwaZulu-Natal Provincial Government
13 September 2005
Source: KwaZulu-Natal Provincial Government
Title:Cronje: World Congress on International Association for Suicide Prevention
KZN Education MEC Ina Cronje speech at the XXIII World Congress of the –International Association for Suicide Prevention (IASP)
1. INTRODUCTION
It is indeed a great honour and privilege for me to be afforded the opportunity to participate in this conference and to address you on such an important issue that impacts on the lives of many learners, their families and friends. This is an issue of grave concern for the KwaZulu-Natal Department of Education, but also for the whole province, our beloved country and for the world.
As we are aware, the incidence of suicide is on the increase in South Africa as well as all over the world, especially, suicide amongst our young people, our adolescents, and it is even spreading to our children as young as 10 years of age. The shocking facts are that the suicide rate for children aged 10 to 14 years old has more than doubled over the last fifteen years.
Suicide and attempted suicide is something that we can not run away from, we have no option but to face the realities and to do something about it.
2. Impact of suicide on KwaZulu-Natal Department of Education
The results from the first South African National Youth Risk Behaviour Survey that was conducted in 2002 by the Medical Research Council and the Department of Health confronted us with the reality of how our young people really feel about life. At a national level 24,6% of learners indicated that they felt so sad or had such hopeless feelings that they wanted to stop living. In our Province the percentage was 21% of learners felt like this! Ladies and gentlemen, we are talking about one out of five learners! 19% of our learners considered attempting suicide, 14,2% of those who indicated their feelings of hopelessness, actually made a plan to commit suicide, sadly, 24,6 of those who felt hopeless, made a suicide attempt that required medical treatment.
The KwaZulu-Natal Department of Education had to take these results into account if we want this department to be the leading department in the country. Our province has the biggest number of school going children in the country, i.e. 2 764 435 learners in 6014 schools. If we apply the statistics to our Province, you will agree with me, that all our schools accommodate learners who feel sad and hopeless and therefore, need some support and intervention.
Our officials had to deal with the trauma experienced by friends of learners who committed suicide and those who actually survived a suicide attempt and try to pick up the pieces of broken lives.
As Department of Education we are aware that there are many causes for negative life experiences and depression that may result in suicide and attempted suicide. Some of these causes can be related to the barriers to learning and development that are experienced by many of our learners – these barriers include: * Extrinsic Barriers such as lack of access to basic services, poverty, socio-emotional disfunctioning of the learner, physical, emotional and sexual abuse, political violence, domestic / community violence and crime, the impact of HIV/AIDS on those affected and infected and substance abuse * Intrinsic Barriers, such as disabilities, genetically predisposed depression is also barriers to take into account.
Dealing with suicide is a complex matter; our main objective in the Department of Education is to provide education to all learners. As we are aware, we do not function within little boxes, therefore, the Department of Education provides education in a holistic way, taking into account the needs of the learner as a person. We realise that this complex matter of suicide is not something that we can tackle on our own - we do not have sufficient manpower or the facilities, and therefore, it is necessary for us to take hands with other role players in this field so that we can become partners to develop programmes in an attempt to prevent the increasing numbers of learners that feel so hopeless that they want to end their lives; we need partners to assist us in dealing with the trauma of learners in our schools; we need each other to save our children!
The Department of Education is privileged to have Prof Schlebusch as one of our primer partners, he is one of the world’s renown experts in this field, he has tremendous experience and skills, and above all, he started his career within our department – Prof Schlebusch we are proud to have you as one of our sons and appreciate your assistance, your guidance and the sharing of your knowledge with us. Dr Schlebusch and his team are assisting us to develop an appropriate prevention programme that we can take to our schools. We thank you for this.
3. Policies addressing the issue:
The national department and the KwaZulu-Natal Department of Education have several policy documents in place that promotes the protection of children, including the prevention of suicide. Our province has protocols in place that specifically deals with the management of trauma such as suicide, child abuse and neglect. An inter-sectoral collaborative approach forms the basis of all policies.
* Revised National Curriculum Statement (RNCS) - grades R - 9 (2002) and National Curriculum Statement Further Education Training: The RNCS adopts an inclusive approach by specifying minimum requirements for all learners. The special educational, social, emotional and physical needs of learners will be addressed in the design and development of appropriate learning programmes. The Learning Area Statements provide a guideline of requirements and expectations from Grade R to 9. The RNCS has tried to ensure that all Learning Area Statements reflect the principles and practices of social justice, respect for the environment and human rights as defined in the Constitution. In particular, the curriculum attempts to be sensitive to issues of poverty, inequality, race, gender, age, disability and such challenges as HIV/AIDS. The Life Orientation Learning Area guides and prepares learners for life and its possibilities. Life Orientation specifically equips learners for meaningful and successful living in a rapidly changing and transforming society. It develops skills, knowledge, values and attitudes that empower learners to make informed decisions and take appropriate actions regarding:
* Health Promotion
* Social Development
* Personal development
* Physical development and movement
* Orientation to the world of work.
* Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System:
The White Paper 6 focuses on the transformation of the former segregation of learners with disabilities to a system of inclusive education where the principle of “Quality Education for All” forms the basis of the document. The term “inclusive education” can be defined as:
* Acknowledging that all children and youth can learn and that all children need support * Enabling education structures, systems and learning methodologies to meet the needs of all learners
* Acknowledging and respecting differences in learners, whether due to age, gender, ethnicity, language, class, disability, HIV/AIDS or other infectious diseases
* Broader than formal schooling and acknowledging that learning also occurs in the home and community, and within formal and informal setting and structures
* Changing attitudes, behaviour, teaching methods, curricula and environment to meet the needs of all learners
* Maximising the participation of all learners in the culture and the curriculum of educational institutions and uncovering and minimising barriers to learning.
The White Paper 6 outline the strategies to address barriers to education, of which child abuse and neglect are also seen as “barriers to education”
* National Policy on HIV/AIDS for learners and educators in public schools, and students and educators in Further Education and Training Institutions:
This policy seeks to contribute towards promoting effective prevention and care within the context of the public education system with regard to HIV/AIDS. It deals with the protection of learners who are infected and affected by HIV/AIDS, the provision to implement universal precautions to eliminate the risk of transmission in an effective way as well as provision for an effective and sustainable education programme on HIV/AIDS. Age appropriate education on HIV/AIDS forms part of the curriculum for all learners and are integrated in the life skills education programme for pre-primary, primary and secondary school learners. This programme forms part of the Life Orientation Learning Area as is outlined in the Revised National Curriculum Statement.
The programme includes the following:
* Providing information on HIV/AIDS and developing life skills necessary for the prevention of HIV transmission as well as basic first aid principles;
* Emphasising the role of drugs, sexual abuse and violence, and sexually transmitted diseases in the transmission of HIV, and empowering learners to deal with these situations; * Encouraging learners to make use of heath car, counselling and support services offered by community service organisations and other disciplines;
learners and students how to behave towards persons with HIV/AIDS, raising awareness on prejudice and stereotypes around HIV/AIDS; * Cultivating an enabling environment and a culture of non-discrimination towards people with HIV/AIDS; and
* Providing information on appropriate prevention and avoidance measures, including abstinence from sexual intercourse and immorality, the use of condoms, faithfulness to one’s partner, obtaining prompt medical treatment for sexually transmitted diseases and tuberculoses, avoiding traumatic contact with blood, and the application of universal precautions.
This policy also provides for the establishment of a possible Health Advisory Committee in each school that can offer support and guidelines to the school.
* National Policy on the Management of Drug Abuse by Learners in Public and Independent Schools and Further Education and Training Institutions:
This policy gives clear guidelines to schools for the management of learners and educators who are experimenting with, using, abusing, dealing in and in possession of drugs. The policy deals with drug screening and searches of learners. Education and information on intervention strategies as well as a School management plan form an important part of this policy.
South African Schools Act, Act 84 of 1996: This Act provides for a uniform system for the organisation, governance and funding of schools. An important part of this Act is the establishment of School Governing Bodies that promotes parent participation in the governance of the school. One of their responsibilities is to develop a Code of Conduct for learners.
* Guidelines for the consideration of governing bodies in adopting a code of conduct for learners:
Guidelines have been established that specifically deals with the rights and responsibilities of learners. Non-violence and the freedom and security of learners are ensured.
* Regulations for Safety Measures at Public Schools:
These regulations deals with the promotion of violence and drug free schools, and access to public school premises. This serves to protect learners from all forms of violence and issues such as abduction and exploitation.
* Regulations to Prohibit initiation Practices in Schools:
These regulations place the responsibility on principals. Educators and governing bodies to ensure that learners will be protected against initiation practices that endangers the mental or physical health or safety of the learner; undermines the intrinsic worth of learners; submission to humiliating or violent acts which undermine the dignity of the child; undermines the fundamental rights and values that underpin the Constitution; destroys public or private property.
* Signposts for Safe Schools:
The Department of Education and the Department of Safety and Security have developed a manual "Signposts for Safe Schools" that deals with several social issues that impact on the safety at schools. This document is intended to provide schools with strategies to address specific social issues, focussing on improving the impact, authority and efficiency of school management and school services, development of policies, procedures and plans for their implementation, including policies for non-adherence, and strategies to involve, mobilise and capacitate youth in prevention programmes, projects and campaigns. The manual deals with issues such as bullying, gangs, racism, guns and weapons, truancy, witchcraft, child abuse, HIV/AIDS, stress and suicide and substance abuse.
* Girls Education Movement (GEM): GEM is a child-centred, child-led grassroots movement that was launched in March 2003 in Parliament. The objectives are as follows: * To protect and promote the rights of all girls to quality education
* To enable African girls to participate in decision making about their education * To provide girls with opportunities to develop and exercise their leadership and technical skills * To tap the potential of boys, men and women to work in partnership with girls to promote equitable, accessible, high quality education in Africa and trough education to create equitable, justice societies
* To protect the rights of girls with special needs and any child at risk of exploitation or abuse in or outside school
* To sensitise key actors in the importance of girls education and mobilise policies and programs that will ensure quality education for all girls.
Employment of Educators Act, Act 76 of 1998: This Act provides for the employment of educators, for the regulation of the conditions of service, discipline, retirement and discharge of educators and for matters connected therewith.
One of the provisions of this Act is the dismissal of an educator if he or she is found guilty of theft, bribery, fraud or an act of corruption in regard to examinations or promotional reports; committing an act of sexual assault on a learners, student or other employee; having an sexual relationship with a learner of the school where he or she is employed; seriously assaulting, with the intention to do grievous bodily harm to a learner; illegal possession of an intoxicating, illegal or stupefying substance; or causing a learner to perform any of the acts contemplated in this paragraph.
South African Council of Educators Act, Act 31 of 2000:
The Code of Professional Ethics that forms part of this Act, clearly states that an educator should avoid any form of humiliation and refrains from any form of abuse, physical or psychological; should refrains from improper physical contact with learners; refrains from any form of sexual harassment, physical or otherwise, of learners; refrains from any form of sexual relationship with learners at a school. It is expected of an educator to use appropriate language and behaviour in his or her interaction with learner, and acts in such a way as to elicit respect from the learners; takes responsible steps to ensure the safety of the learner.
Ladies and gentlemen, as I have rightfully mentioned, we do have policies in place to address this serious and sad issue, but how do we as KwaZulu-Natal Department of Education implement these policies?
4. Current Programmes
The department is currently in partnership with the Media in Education Trust and the Royal Netherlands Embassy to establish and promote a model for schools to be centres of care and support for orphans and vulnerable children. We are convinced that this project will assist us to improve the lives of our learners so that they will experience feelings of happiness and joy.
The following directorates are directly involved with policy implementation and have the following programmes. These programmes have an inter-sectoral approach and directorates are working in collaboration with each other to ensure the most effective service delivery:
Within the Curriculum:
Programmes within the Life Orientation Learning Area
* Health promotion – Learning programmes to raise awareness with regard to dangers of substance abuse, risky life styles
* Social development - Life skills to cope effectively and to make the rights choices and decisions, programmes for the development of a positive self-esteem
* Personal development - Values and norms * Physical development and movement
Support Programmes:
The Directorate Psychological Guidance and Special Education Services (PGSES) provide support with regard to psychological-, social work- and counselling needs. They are involved with the following empowerment programmes for educators and learners:
* Dealing with high risk issues - Child abuse, Substance abuse, violence, sexual activities, teenage pregnancies, HIV/AIDS (Prevention, management, care and support)
* Ensure and assist with development of programme for the practical implementation of policies
* Support to schools with regard to early identification of learners with social-emotional problems as a result of substance abuse – learner self or parent/care giver
* Provide consultation and guidance with regard to available care and support services, such as welfare facilities, rehabilitation centres, out-patient treatment, and other related services
* Consult and Assist schools with the development of programmes to address issues such as addiction, treatment and prevention
* Part of an inter-sectoral team to develop programmes and to address and assist with specific issues, e.g. strategies to manage challenges such as awareness, prevention and management of learners with psycho-socio- and emotional problems
* Participate in Care and Support programmes for educators and learners in the management of trauma
The Directorate for Education Management and Governance Development (EMGD) has several programmes to empower schools and to ensure implementation of Policies at all levels, i.e. School Management Teams, School Governing Bodies, and Representative Council for Learners.
Inter-Sectoral Partners
The department is privileged to have good collaboration and co-operation from other government departments in addressing challenges such as suicide. , We work closely with the Office of the Premier, Dept of Health, Dept of Social Welfare, Dept of Agriculture, Local Government and others
We appreciate the partnership with the non-governmental organisation sector, i.e. Life Line, SANCA, Child Welfare Organisations, Faith Based Organisations, Lawyers for Human Rights, SA Human Rights Commission, Children’s Rights Centre, Childline, MiET, ELET and others.
5. Way Forward:
As I have mentioned, we cannot address and deal with this challenge on our own, that is why we are here – to learn more and to take hands so that we can all preserve the lives of our children, to let them grow and develop into adults who would be able to cope with life and to live life with enthusiasm and hope for the future!
Issued by: Department of Education, KwaZulu-Natal Provincial Government
13 September 2005
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