“facilitating the realization of the potential of individuals and communities” university of the...
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“facilitating the realization of the potential of individuals and communities”
UNIVERSITY OF THE WESTERN CAPE
Health Promoting Schools Conference
14 - 16 September 2006
“facilitating the realization of the potential of individuals and communities”
PROPOSITION
The next decade of the Health Promoting Schools Programme (HPS) must be spent focussing on implementation:
Identifying the barriers, Eliminating/militate against them, Building human capacity
“facilitating the realization of the potential of individuals and communities”
RATIONALE
South Africa spends 9% of its GDP on Health and 20% on Education
And gets Health delivery in the lowest quartile
in the world (WHO), Last in grade 6 maths and science in
an international assessment,SOMETHING IS WRONG!
“facilitating the realization of the potential of individuals and communities”
ART of WARSun Tzu (Circa 500 BC)
‘Know your enemy’
ALLOW ME, THEN, TO INTRODUCE YOU TO THE ENEMY
“facilitating the realization of the potential of individuals and communities”
AN ANALYSIS
The country in transition since 1994 New constitution New structures
Provincial Line departments consolidated
New policies for almost everything Focus on reconciliation Affirmative action
“facilitating the realization of the potential of individuals and communities”
ANALYSIS (contd)
Community participative decision making, Consultative road shows, Conferences Workshops and meetings,
Massive infra-structure deficit
“NO ACTION WITHOUT PERMISSION!”
“facilitating the realization of the potential of individuals and communities”
Social Cluster Parliamentary Media Briefing – 26 August 2004
Dr.M.Tshabalala-Msimang reported: “R785m allocated for capital works in
provinces but only 15% spent after 4 months”,
“There are 1705 schools with classes in the open air, have mud structures or unsafe buildings!”,
“Not all provinces have been able to reprioritise their budgets (to correct this)”
“facilitating the realization of the potential of individuals and communities”
EXECUTIVE SUMMARY:FACTORS DETERMINING EDUCATORS SUPPLY AND DEMAND (HSRC)
Mass of policies arriving over a short period of time has created exasperation and confusion,
Has meant extra administrative work, The identity of educators is challenged,
their role and functioning are changed.
These factors must be addressed or policies will lead to attrition
“facilitating the realization of the potential of individuals and communities”
Climate at Schools
SEXUAL BEHAVIOUR (National statistics - MRC 2002)
41.1 % of Learners in Gr 8-11 reported having had sex
14.4% have had their 1st encounter by the age of 13rs
High prevalence in the use of drugs or alcohol before sex
High prevalence in using traditional healers for abortions
High prevalence of having STI
“facilitating the realization of the potential of individuals and communities”
Climate at Home
1 in 3 mothers are HIV +. By year 2015 there will be 3.6 - 4.8 million orphans in SA - 9-12% of population (1999 Unicef Report)
20 000 cases of reported child rape each year in SA, one third of rapists are teachers (MRC)
Many children, especially the girl child, are left alone with unsuitable caregivers
“facilitating the realization of the potential of individuals and communities”
EMIS: EDUCATION MANAGEMENT INFORMATION SYSTEM
The aim of EMIS is declared as: “To provide accurate statistical information enabling
sound education decision making “
Objectives & Performance measures include: Making EMIS information readily available Capturing 100% SNAP & ANNUAL SURVEY forms Ensuring data is accurate and reliable
NON RETURNS PLUS INCORRECT FILLED EMIS FORMS = 33% RATE OF EMIS FORMS RETURN = 85 %
“facilitating the realization of the potential of individuals and communities”
EMIS INFORMATION / DATA FEEDBACK FROM SCHOOLS
2004/ 2005
ZEROs & BLANK DATA BLOCKS—(DATA – WISE)
% WATER 14 ELECTRICITY 15 SANITATION 28 ACCESS ROADS 14 CLASSROOMS 12 REPEATS, DROUPOUTS, NOT PROMOTED 17 LEARNERS PER GRADE INCORRECTLY FILLED IN 19 AVERAGE
18.45
BADLY FILLED IN SNAP& ANNUAL SCHOOL SURVEY FORMS 18%
“facilitating the realization of the potential of individuals and communities”
AVAILABLE 7 TO 18 YRS
ATTENDING 7 TO 18 YRS
NOT
AT
SOUTH AFRICA SCHOOL SCHOOL AT SCHOOL
YEARS CHILDREN CHILDREN SCHOOL % %
2001 12 955 724 11 738 126 9.41 90.59
2002 13 150 059 11 917 012 9.38 90.62
2003 13 347 310 12 038 922 9.81 90.19
2004 13 547 570 12 176 391 10.12 89.88
2005 13 750 783 12 197 726 11.29 88.71
9.41 9.38 9.81 10.12 11.29
02468
1012
PERCENT NOT AT SCHOOL
NOT AT SCHOOL %
9.41 9.38 9.81 10.12 11.29
2001 2002 2003 2004 2005
SOURCE :STATS SA: SNAP SURVEY 2006 D O E
“facilitating the realization of the potential of individuals and communities”
NO SCHOOLING BY PROVINCE 1996 VS 2001
21
16
10
23
37
29
22 23
7
19
23
16
8
22
33
28
18 2
0
6
18
0
5
10
15
20
25
30
35
40
EC FS GT KZN LP MP NC NW WC SA
PROVINCE --20 + YEARS
PE
RC
EN
TA
GE
%
1996 % 2001 %
SOURCE :SECOND EQUITY GAUGE 2004
“facilitating the realization of the potential of individuals and communities”
A Z ELLSE Space-Time Research TABLE BTHE VALLEY TRUST 2001RESEARCH STATISTICIAN Table 112---AUGUST---2005 Geography by Education level recode
for Person weighted, Age 20+
No schooling Some primary Complete primary Some secondary Std 10/Grade 12 Higher TotalKZ286: Nkandla 28266 9652 2395 9429 5639 1429 56810PERCENTAGE % 49.75 16.99 4.22 16.59 9.93 2.52 100 Ward 1 1203 885 270 1018 397 91 3864 Ward 2 2028 786 136 478 272 96 3796 Ward 3 1288 862 186 867 311 68 3582 Ward 4 859 589 155 611 281 71 2566 Ward 5 1772 958 259 1370 1152 200 5711 Ward 6 1520 274 58 311 156 49 2368 Ward 7 2750 448 105 384 166 89 3942 Ward 8 1935 910 230 773 558 192 4599 Ward 9 2610 853 195 585 371 80 4695 Ward 10 2754 802 217 748 319 194 5034 Ward 11 2296 483 131 609 444 63 4025 Ward 12 1742 793 233 668 644 72 4153 Ward 13 3187 541 137 561 325 83 4834 Ward 14 2322 468 83 444 244 79 3640
Figures greater than 0 and less than 4 are randomised to preserve confidentialityUsers of these data should refer to the extract from the SA Stats Council Censussub-committee report at http://www.statssa.gov.za/extract.htmCreated on 11 August 2005SuperCROSS. Copyright © 1993-2005 Space Time Research Pty Ltd. All rights reserved.
“facilitating the realization of the potential of individuals and communities”
SOURCE: StatsSA & General Household Survey July 2005
21.922.
721.
621.
1Grade 12
2005200
4200
3200
2Percent with Matric / **
SOUTH AFRICA
POPULATION 20+ YEARS =25 472 769 ( M + F ) 2001#
10.211.
111.412.1
(%) 20052004200
3200
2SOUTH AFRICA NO. of persons aged 20 +( M + F)
years – no formal education
POPULATION ( 13 TO 19 YRS ) =3 522 434 ( 2001 ) ( F )*
13.2517.413.4
11.8
because of Pregnancy ( % )
20052004
2003
2002
an Educational Institution
SOUTH AFRICA
( 13 to 19 yrs ) not in
NO. of Teenage Girls
“facilitating the realization of the potential of individuals and communities”
SCHOOLS WITHOUT TOILETS BY PROVINCE 2000
13.1
1.1
5.86.6
2.5
7.5 8.1
0.1
9.2
18.8
0
2
4
6
8
10
12
14
16
18
20
EC FS GP KZN MP NC LP NW WC SA
PROVINCE
PE
RC
EN
TA
GE
%
WITHOUT TOILETS 2004 = 10.1% SA
“facilitating the realization of the potential of individuals and communities”
TOILETS NOT WORKING BY PROVINCE 2000
19.9
15.9
12.4 12.314.1
11.1
19.8
8.9
15.5
23.3
0
5
10
15
20
25
EC
FS
GP
KZ
N
MP
NC
LP
NW
WC
SA
PROVINCE
PE
RC
EN
TA
GE
%
NOT WORKING 2004 = 20 % SA
“facilitating the realization of the potential of individuals and communities”
NKANDLA WARDS -- LEARNERS BY GRADES BY WARDS 2005
0
100
200
300
400
500
600
700
800
900
1000
1100
1200
1300
1400
1500
1600
pre r 1 2 3 4 5 6 7 8 9 10 11 12 lsen
GRADES
NU
MB
ER
OF
LE
AR
NE
RS
CHWEZI EKHOMBE GODIDE SIBHUDENI SIGANANDA
“facilitating the realization of the potential of individuals and communities”
0.0
50.0
100.0
150.0
200.0
250.0
300.0
350.0
400.0
1992/93 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03
Eastern Cape
Free State
Gauteng
KwaZulu Natal
Limpopo
Mpumalanga
Northern Cape
North West
Western Cape
Source: An evaluation of Public PHC Financing 1992/3 and 2002/3By Health Economics Unit - Cape Town
PHC Expenditure per capita by Province
“facilitating the realization of the potential of individuals and communities”
HIV and AIDSHIV and AIDSMANAGING A COHERENT RESPONSEMANAGING A COHERENT RESPONSE
National Education Policy Act,1996Notice 1926 of 1999
National Policy on HIV/AIDS, for Learners and Educators in Public Schools, and Students in Further Education and Training Institutions
Tirisano – 2 June 2002 – Declaration of Intent
“facilitating the realization of the potential of individuals and communities”
NATIONAL POLICY ON HIV AND AIDS FOR NATIONAL POLICY ON HIV AND AIDS FOR LEARNERS AND EDUCATORSLEARNERS AND EDUCATORS
PREMISES
Each school must have a planned strategy to cope with the epidemic
Educators to be prepared to handle disclosure of HIV status
Infected learners and educators must lead full lives – no discrimination
Good hygiene and infection-control practices must be in place
“facilitating the realization of the potential of individuals and communities”
SCHOOL IMPLEMENTATION PLANS
A provincial education policy for HIV and AIDS, based on the national policy, can serve as a guideline for governing bodies when compiling an implementation plan
Major role players in the school community should be involved in developing an HIV and AIDS implementation plan
NATIONAL POLICY ON HIV AND AIDSNATIONAL POLICY ON HIV AND AIDSFOR LEARNERS AND EDUCATORSFOR LEARNERS AND EDUCATORS
“facilitating the realization of the potential of individuals and communities”
HEALTH ADVISORY COMMITTEE (HAC)
Each school should establish a Health Advisory Committee as part of the SGB, where possible
Community health workers should be involved and be assisted by the local clinics.
Schools should draw on the local expertise within the health system – HEALTH PROMOTING SCHOOLS
NATIONAL POLICY ON HIV AND AIDSNATIONAL POLICY ON HIV AND AIDSFOR LEARNERS AND EDUCATORSFOR LEARNERS AND EDUCATORS
“facilitating the realization of the potential of individuals and communities”
TIRISANO – June 2002TIRISANO – June 2002HIV and AIDS and the SYSTEMHIV and AIDS and the SYSTEM
Strategic objective to ensure a multi-partner Education Sector response to the pandemic: Develop an advocacy strategy to bring key
partners such as parents, teachers and traditional leaders on board the DoE’s HIV and AIDS response
Strengthen and maintain strategic partnerships with other government departments (social cluster) and NPOs
“facilitating the realization of the potential of individuals and communities”
Student populationsurvey
220 students from the high schools, grade 8-11
Randomly selected fifty students from each school
Equal representation of grade level and sex, based on presence at schools
Males and females separated during survey when possible
To ensure confidentiality, students never wrote their name on the survey
“facilitating the realization of the potential of individuals and communities”
Behaviour Change Continuum
Awareness
Knowledge
Under-standing
Belief
Change in
Behavior
Advocacy
“facilitating the realization of the potential of individuals and communities”
Interpretation The data demonstrate
that students do have a good understanding of both the facts concerning AIDS and the ways that HIV can be transmitted
Thus, we can say that the majority of students are at the level of UNDERSTANDING (See left)
AwarenessAwareness
KnowledgeKnowledge
UnderstandingUnderstanding
BeliefBelief
Change in Change in BehaviourBehaviour
AdvocacyAdvocacy
“facilitating the realization of the potential of individuals and communities”
Interpretation That 74% of sexually experienced students
considered themselves at risk of contracting HIV demonstrates that the students must believe in the existence of HIV and AIDS
Considering that students have a good understanding of HIV and its transmission, one would assume that students protect themselves from risky, sexual behaviour.
However…
“facilitating the realization of the potential of individuals and communities”
Interpretation Students understand HIV,
have a proven fear of it, yet participate in risky sexual behaviour
62% of students have had more than one sexual partner
Only 27% claim to wear a condom every time
39% admit that they NEVER wear a condom
Students are stuck at Understanding. Their knowledge does not effect their behaviour
AwarenessAwareness
KnowledgeKnowledge
UnderstandingUnderstanding
BeliefBelief
Change in Change in BehaviorBehavior
AdvocacyAdvocacy
“facilitating the realization of the potential of individuals and communities”
Why do students refuse to change behaviour?
• Fatalism: students feel that dying is inevitable or that the future is too bleak. Students are less likely to protect themselves if they have no positive hope in their lives
• Self-esteem: Students grow to depend on a partner for confidence and fear rejection – then no sex!!
• Mistrust: Students associate condom use with unfaithfulness. “If she wants me to wear a condom, it means she doesn’t trust me…”
“facilitating the realization of the potential of individuals and communities”
SEX-MAD SOUTH AFRICA DOES ‘IT’ WITHOUT PROTECTION
Natal Witness
64% of South Africans have had unprotected sex without knowing their partner’s sexual history an increase on last year
59% of South Africans had sex with a stranger
Durex Global Sex Survey - 2005
“facilitating the realization of the potential of individuals and communities”
‘We are what we repeatedly do’ Aristotle
The single most destructive impact of apartheid - loss of self worth
Education systems and the policies of the previous government constantly reinforced a sense of inadequacy
The condition is perpetuated by many of the educators in rural schools
“facilitating the realization of the potential of individuals and communities”
Emotionally Safe Schools Recognition that:
“Our lives begin to end the day we become silent about things that
matter” Martin Luther King
Principal and SMT committed to the Health Promoting school concept – in action,
Educators caring and reinforcing life skills in all classes and their own personal behaviour
Care and support programmes for educators and learners, including ART,
Community development stimulated through conversations with parents re their rights,“
“facilitating the realization of the potential of individuals and communities”
EVALUATION
THERE ARE GOOD POLICIES IN PLACE
BUT, WITHOUT IMPLEMENTATION,
THEY ARE POOR POLICIES.
ACCOUNTABILITY IS NOT IN PLACE
“facilitating the realization of the potential of individuals and communities”
RECOMMENDATIONS
Accept existing policies as adequate, Prioritise a maximum of five key
policies, Identify the barriers obstructing
implementation on a larger scale Political will – absentee collaborative action Information management Culture of ‘no action without permission’
“facilitating the realization of the potential of individuals and communities”
RECOMMENDATIONS (contd.)
Develop implementation plans including the elimination of the barriers Accept that education is ‘business as
unusual!’ Lateral thinking involving business and civil society,
Build, Build, Build human capacity Self esteem and decision making Utilise retired skilled personnel of all colours
Carpe diem ASGISA and R370 billion 2010
“facilitating the realization of the potential of individuals and communities”
NON NEGOTIABLE ACTION
Intersectoral collaboration
Clear lines of accountability must be established with strict time lines,
Acceptance from the highest level downwards in all of the ‘social cluster’ departments of the consequences of non performance
“facilitating the realization of the potential of individuals and communities”
A DESIRED OUTPUT OF THIS CONFERENCE
A PLAN OF ACTION FOR THE EFFECTIVE IMPLEMENTATION OF AN HEALTH PROMOTING SCHOOL
(HEALTH AND WELLNESS) PROGRAMME INBEDDED IN THE SCHOOL DEVELOPMENT PLAN INCLUSIVE OF TIME LINES AND
ACCOUNTABILITY
“facilitating the realization of the potential of individuals and communities”
SUMMARYSUMMARY
WE HAVE MANY POLICIES.
EFFECTIVE HEALTH AND EDUCATION DELIVERY IN SOUTH AFRICA REQUIRES URGENT AND AGGRESSIVE ACTION LEADING TO THE IMPLEMENTATION OF THE EXISTING POLICIES THEREBY MAKING THEM GOOD POLICIES.