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School Co-curricular & Enrichment Policy
Draft Policy Framework 12 December 2018
Dr. Solange Rosa
Outline
• SDGs & Child Rights
• Education context
• Definition of co-curricular
• CSTL Framework
• SA relevant policy documents
• School Co-curricular & Enrichment Draft
Policy Framework
SDGs & CHILD RIGHTS
SDGs
4.1 By 2030, ensure that all girls and boys
complete free, equitable and quality primary
and secondary education leading to
relevant and effective learning outcomes.
International Convention on the Rights of the Child
Article 6(2) States Parties shall ensure to the maximum extent
possible the survival and development of the child.
Article 28(1) States Parties recognize the right of the child to
education, in particular:…
d) Make educational and vocational information and guidance
available and accessible to all children;
e) Take measures to encourage regular attendance at schools
and the reduction of drop-out rates.
International Convention on
the Rights of the ChildArticle 29
1. States Parties agree that the education of the child shall be directed to:
a) The development of the child’s personality, talents and mental and
physical abilities to their fullest potential;
b) The development of respect for human rights and fundamental
freedoms;
c) The development of respect for the child’s parents, his or her own
cultural identity, language and values, for the national values of the
country in which the child is living, the country from which he or she may
originate, and for civilizations different from his or her own;
d) The preparation of the child for responsible life in a free society, in the
spirit of understanding, peace, tolerance, equality of sexes, and friendship
among all peoples, ethnic, national and religious groups and persons of
indigenous origin;
e) The development of respect for the natural environment.
International Convention on
the Rights of the Child
Article 31
1. States Parties recognize the right of the child to rest and
leisure, to engage in play and recreational activities
appropriate to the age of the child and to participate freely in
cultural life and the arts.
2. States Parties shall respect and promote the right of the child
to participate fully in cultural and artistic life and shall
encourage the provision of appropriate and equal opportunities
for cultural, artistic, recreational and leisure activity.
African Charter on the Rights and Welfare of the Child
ARTICLE 11
Education
1. Every child shall have the right to education.
2. The education of the child shall be directed to:
(a) the promotion and development of the child’s personality, talents
and mental and physical abilities to their fullest potential;
(b) fostering respect for human rights and fundamental freedoms with
particular reference to those set out in the provisions of various African
instruments on human and peoples’ rights and international human
rights declarations and conventions;
(g) the development of respect for the environment and natural
resources;
(h) the promotion of the child’s understanding of primary health care.
African Charter on the Rights and Welfare of the Child
ARTICLE 12
Leisure, Recreation and Cultural Activities
1. State Parties shall recognize the right of the child to rest and
leisure, to engage in play and recreational activities
appropriate to the age of the child and to participate freely in
cultural life and the arts.
2. State Parties shall respect and promote the right of the child
to fully participate in cultural and artistic life and shall
encourage the provision of appropriate and equal
opportunities for cultural, artistic, recreational and leisure
activity.
SA ConstitutionSection 28: Section 29:
Children
28. (1) Every child has the right—
(a) to a name and a nationality from birth;
(b) to family care or parental care, or to
appropriate alternative care when removed
from the family environment;
(c) to basic nutrition, shelter, basic health
care services and social services;
(d) to be protected from maltreatment,
neglect, abuse or degradation;
(e) to be protected from exploitative labour
practices;
(2) A child’s best interests are of paramount
importance in every matter concerning the
child.
(3) In this section “child” means a person
under the age of 18 years.
(1) Everyone has the right—
(a) to a basic education;
and
(b) to further education,
which the state, through
reasonable measures, must
make progressively available
and accessible.
EDUCATION CONTEXT
Education context
▪ PIRLS* (2016): In SA 78% of Grade 4 children can’t read for
meaning; High drop-out rates before matric (+/-50%)
▪ Global research highlights importance of education beyond
core curriculum – and its impact on educational attainment,
reading for comprehension, social/soft skills, leadership,
communication, creativity and employability
▪ CHEC graduate attributes study: participation in co-curricular activities
an indicator for graduation rates and employability
▪ 1 year of co-curricular activity = 1 term of educational input
▪ Based on rights framework, policy framework and global
evidence-base, obligation to provide children with holistic
rounded education. The policy is a response to this context.
*Progress in International Reading Literacy Study (PIRLS), an international educational benchmarking survey.
Benefits of co-curricular
programs▪ Improve young people’s lives through delivering quality after school
programming.
▪ To bridge the “opportunity gap” and “experience gap” for schools in
disadvantaged communities (low and no-fee schools).
▪ Quality after school programming can help to address foundational
issues that stop learners from achieving.
▪ Helps learners to heal from trauma, develop self-esteem, and to
learn socio-emotional and other skills that they can use in the world.
▪ Paves the way for learners to achieve academically.
▪ Presence of role models to support healthy development of learners.
▪ Expanded learning time resulting in extended opportunity for holistic
development.
▪ Identify and bring community initiatives and resources into the
school, including parents.
Proposed definition of co-curricular enrichment programs
“Co-curricular and enrichment programs are
defined as academic, cultural, sporting and
recreational activities that are conducted under
the auspices of the school, with teachers and
supported through partnerships, usually taking
place beyond the normal school day, which
deepen the holistic educational experience and
are complementary to the regular official
curriculum.”
RELEVANT POLICIES
The CSTL Systemic Model
Policy
harmonisation
Children and youth realise their right to education
Integrate
support into
all
components
of education
system
Promote and
coordinate
services
provided by
partners
Harmonize
policies to
support
regional
development
goals
Multi-sectoral collaboration
Systems
strengthening
Mainstreaming
processPartnerships CSTL Policy
Framework
Strengthening
education
systems by
mainstreaming
support so that
all children and
youth in the
SADC region
can realise their
right to
education
Mainstream Care & Support for Teaching & Learning
Multi-sectoral collaboration &
Policy harmonisation
▪ Guiding document to strengthen
and harmonise education
policies and programmes
▪ Identifies core and
complementary services
▪ Mandate of Ministry of Education;
what requires cooperation across
departments, and organisations
▪ Identifies mechanisms and
structures for effective
implementation
▪ Presents mandate for Member
States to fully adopt CSTL as
national framework
SADC Policy Framework on CSTL
MoE fulfils education mandate by delivering core services
MoE leads multi-sectoral collaboration for delivery of complementary services
Creates an enabling learning environment by strengthening all elements of the system
Prioritised, targeted interventions through partnerships (context specific)
➢ Policy
➢ Planning & resourcing➢ Human Resources
➢ Human Resource development
➢ Structures
➢ Curriculum➢ Infrastructure
➢ Advocacy➢M&E (EMIS)
➢ Health➢ Nutrition ➢ Safety & Protection ➢ PSS ➢Water & Sanitation ➢ Social & Welfare services➢Material support ➢ Community participation
National Development Plan: Vision 2030
▪ The interests of all stakeholders should be aligned to
support the common goal of achieving good
educational outcomes that are responsive to
community needs and economic development.
▪ Target no-fee schools when planning infrastructure to
compensate for resource deficits in communities.
Should be well-equipped libraries, laboratories,
computer and media centres in poor communities.
National Development Plan:
Vision 2030
▪ Arts inspire creativity and innovation &
build social cohesion.
▪ Department of Arts and Culture and
Department of Basic Education to
develop plans to revitalise arts and
culture in schools.
▪ A holistic education widens career
path choices and develops different
sectors of economy.
▪ Career guidance helps expose
learners to opportunities and should be
an integral part of the school
curriculum. This will help reduce the
high number of learners who drop out.
Arts & culture
NDP: Vision 2030
▪ Sport and physical education are an
integral part of a child’s development.
▪ Department of Basic Education and
the Department of Sports and
Recreation to ensure all schools
develop and maintain infrastructure for
at least two sports.
▪ Schools should have access to
adequate facilities to practice school
sport and physical education.
▪ All schools should be supported to
participate in organised sports at local,
district, provincial and national levels.
Sport
NDP: Vision 2030
▪ School health promoting teams to
be established in each district and
should visit schools regularly.
▪ A culture of wellness must also be
established.
▪ Work with communities to address
socio-economic factors like
nutrition and safety that impact on
learning.
Health & safety
Relevant Health Policies
▪ The World Health Organisation’s Global Strategy for Women,
Children’s and Adolescent’s Health 2016 - 2030
▪ South Africa’s Negotiated Service Delivery Agreement
(NSDA) for Outcome 2
▪ A Long and Healthy Life for All South Africans
▪ Sexual and Reproductive Health and Rights: Fulfilling our
Commitments 2011‐2021 and beyond
▪ South Africa’s National Adolescent Sexual and Reproductive
Health Rights Framework 2014‐2019
▪ South Africa’s Integrated School Health Policy
▪ Strategy for the Prevention and Control of Obesity in South
Africa 2015–2020
▪ Adolescent and Youth Health Policy 2016-2020
Relevant Education Policies
▪ National Development Plan 2030
▪ South Africa’s National Youth Policy 2015 – 2020
▪ DBE Action Plan 2019
• South African Schools Act (84/1996)
• Regulations relating to minimum uniform norms and
standards for public school infrastructure 2013
▪ DoE Policy Guide: Rights and responsibilities of parents,
learners, teachers
▪ White Paper 6 on Inclusive Education
▪ Draft School Sport Policy 2015
▪ SA Schools Act Amendment Regulations for Safety Measures
at Public Schools 2006
▪ 2004 White Paper on e-education
DBE Action Plan 2019
▪ e-Education is considered one of two key areas of innovation
for the basic education sector.
▪ Physical infrastructure and environment of every school
inspire learners to want to come to school and learn, and
teachers to teach.
– By 2016 all schools should meet minimum standards with
respect to water, toilets, electricity and the materials used
for the school building.
– By 2020 all schools should have at least a minimum
number of classrooms, relative to enrolments, as well as
electronic connectivity and perimeter fencing.
– By 2023 all schools should have the required libraries and
laboratories.
– By 2030 all remaining standards governing, for instance,
sporting facilities should be met.
DBE Action Plan 2019
▪ Use schools as vehicles for promoting access to a range of
public services amongst learners in areas such as health,
poverty alleviation, psychosocial support, sport and culture.
▪ National School Nutrition Programme - success story for
government, with conditional grant funding this
programme is just over a quarter of the DBE’s budget.
▪ Life orientation text book development project
▪ Life skills initiative with an HIV and AIDS focus funded
through a national conditional grant.
▪ Health education as a way of preventing a variety of
physical and emotional ills, including bullying, sexual
harassment and drug abuse.
▪ Research and action around the under-performance of
boys in schools.
Norms and standards for public
school infrastructure
▪ S13 – all schools must have a school library or a media centre
▪ S15 – all schools must have areas where physical education,
sporting and recreational activities can be practised (schools
may make use facilities at another school or community
facility)
▪ S16 – all schools must have some form of wired or wireless
connectivity, including internet facilities
▪ S17 – every school site, which includes outbuildings and sports
and recreational facilities, must be surrounded by fencing,
have burglar proofing or security guard or alarm system
Personnel Administrative
Measures (PAM) 2016
▪ A4. Workload of school-based educators:
▪ During the formal school day (teaching, relief, extra and
co-curricular duties, pastoral duties, admin, supervisory
and management, professional, planning, prep and
evaluation)
▪ Outside the formal school day (planning, prep,
evaluation, extra and co-curricular duties, professional
duties, professional development)
▪ 1800 actual working hours per annum
▪ Formal school day minimum 7 hours per day
▪ JD’s include extra and co-curricular duties
Adolescent & Youth Health Policy 2016-2020
1. Use innovative, youth‐oriented programmesand technologies to promote the mental health and wellbeing of adolescents and youth.
2. Provide comprehensive, integrated sexual and reproductive health services.
3. Test and treat for HIV/AIDS and TB.
4. Reduce substance abuse and violence.
5. Promote healthy nutrition and reduce obesity.
6. Empower adolescents and youth to engage with policy and programming on youth health.
Objectives
• Nutrition & wellness in LS &
LO curricula at schools.
• Promote engagement in
physical activity.
• Engage youth in activities
that promote access to
healthy food choices,
including food gardening.
School‐based programmes
to actively promote health
through evidence‐based
programming (HIV/AIDS,
TB, mental health, sexual
& reproductive health,
nutrition and healthy
weight, substance abuse,
violence prevention).
SCHOOL CO-CURRICULAR &
ENRICHMENT DRAFT POLICY
FRAMEWORK
Draft Policy framework
▪ Guiding Principles
▪ Theory of Change
▪ Pillars
▪ Enabling conditions
o Effective programming
o Infrastructure
o Institutional provisions
o Support measures
o Communications
o Innovation
▪ Monitoring and Evaluation
Guiding Principles
1. Right of every learner to comprehensive co-curricular
and enrichment programming.
2. Schools as safe places for learners and communities.
3. Consistent, diverse and quality programming which
engages the learner, allows the learner to choose and
to compete.
4. Co-curricular & enrichment school offerings are
integrated with the school curriculum.
5. Promote and coordinate services provided by multi-
sectoral partners.
Theory of ChangeYoung people are prepared and equipped with the
necessary skills to fulfill their potential.
High quality, relevant and enjoyable after-school programmes available and accessible to all
children in public schools
Children are supported to increase their
learning outcomes, stay in school and
pass matric
School capacity to provide quality after-school
porgammes.
Children have access to and progress through relevant
quality after-school programmes (sports &
recreation, arts and culture, technology, life-skills)
Children participate regularly in after-school
programmes
Children are equipped and supported to make
career choices and navigate skills
pathways to achieve their individual goals
The enabling conditions are in place – programmes, food, safety, infrastructure,
equipment, qualified practitioners, psycho-social support - and offerings are widely
available and advertised.
LO
NG
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OU
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Learners participate regularly in sports and recreation
programmes
Learners participate
regularly in arts and culture
programmes
Learners participate regularly in
extended life skills programmes
Learners participate regularly in academic support
programmes
Indicators
Outcomes:
▪ Test scores
▪ Suspension rates
▪ School attendance
▪ Throughput rates
▪ Drop out rates
▪ Matric passes
▪ Bachelor passes (HS)
Outputs: High
regular attendance
= Engaged and
involved learners
Pillars
1
Arts and culture
2
Sports and
recreation
3
Life skills and
careers
4
Academic support
Arts & Culture
Programmes:
▪ Indigenous games
▪ Performing arts (dance &
drama)
▪ Visual arts
▪ Singing, marimba, bands
▪ Eisteddfod competitions
Inputs:
• Facilities for dance, singing,
drama, debating
▪ Qualified practitioners
▪ Competitions
▪ Inter-school games
Sports & Recreation
Inputs:
▪ Infrastructure: fields, courts
▪ Equipment
▪ Qualified coaches
▪ Competitions
▪ Inter-school games
Programmes:
▪ 16 codes
▪ 10-year funding for soccer & netball
▪ Link to phases
▪ Variety of sports
▪ Competition sports & teams
Life Skills & Careers
Programmes:
▪ Peace building
▪ Constitution, citizenship, values,
human rights
▪ FICA, ID, BC, financial literacy,
driver’s license, grants
▪ Civic academy
▪ Road safety
▪ Voting & electoral democracy
▪ Nutrition, fitness, health & wellness
▪ HIV/AIDS & TB
▪ Gender equality, social justice
▪ Leadership
▪ Legal affairs (conflict with law)
▪ Career guidance, entrepreneurship
Academic Support
Programmes:
▪ Link to phases
▪ Digital literacy
▪ Open sessions for learners to do
projects, homework, gaming
▪ 21st century skills development
Inputs:
▪ Infrastructure: classrooms,
libraries & computers
▪ Teacher/practitioner
▪ Curriculum (e.g. Siyavula)
Enabling conditions
Effective programming
• Learner-centred
programmes
• Qualified practitioners
• Capacity development
Support measures
• Access to food
• School safety
• Psycho-social support
Institutional provisions
• Human resources
• Leadership
• Coordination
• Partnerships
Innovation
• Platform for learning
and sharing
• Funding
Infrastructure
• Fields, libraries, halls,
labs
• Computers & internet
• Equipment
Communications
• Awareness-raising
• School-level
Monitoring & Evaluation
• Quality & accountability
Effective programming
• Develop a clear pathway for
learning in co-curricular.
• Build a movement with a clear
identity and sense of purpose.
• Understand needs of target
group in their particular context.
• Believe in potential of every
child and show learners they
matter.
• Help learners get in touch with
desire to aspire to something
great and the self-belief to
motivate them to take action.
Learner-centred programmes
• Understand what services are
on offer in the area and avoid
duplication.
• Offer something different and
motivating for young people,
beyond their daily experience.
• Need passionate, adequately-
skilled and supported staff.
• Support learners to attend
regularly to progress their skills
levels and learning.
• Build demand and be demand
driven – motivating stakeholders
to want what you’re offering.
Quality programmes
Support measures
• Incorporate psycho-social
support.
•Support
learners to
deal with
issues that
might be
affecting their
Psycho-social support &
nutrition•Volunteers and staff risk physical
danger by attending programmes in many areas and it can be difficult to hire staff willing to take such a risk.
•Hire community members to take care of security.
•Changing the school environment, beautifying school grounds and starting gardens – again with community involvement – helps to embed a sense of pride and shared ownership, which, in turn, creates a safer environment.
•EPWP community safety or City workers can help to ensure safety.
•Walking home together with volunteers or educators, and other forms of safe transport.
•Fencing burglar proofing or security guard or alarm system
•(SA Schools Act Amendment Regulations for Safety Measures at Public Schools 2006)
Safety & Transport
Institutional provisions
• Understand who the school
space belongs to.
• Make sure the co-curricular
programmes are a value add for
the school, not a drain.
• Ensure the programmes align with
what is happening in the school.
• Work on integration of the
programme into the bigger
programme of schooling.
• Build an open and trusting
relationship with the school and
commit for the long term.
• Understand how the programme
functions as part of a system
involving learners, the school and
the community.
• Value broad ownership of the
programme.
Partnerships
• Understand different stakeholders & role players to cooperate with and coordinate.
• Coordinate with other organisationsworking in school & community.
• Engage with all stakeholders –parents, school and different community bodies.
• Co-create programme with stakeholders, building real relationships, fostering real ownership, real buy-in.
• Work with schools in poor communities especially.
• Collaborate with NGOs, schools, tertiary institutions, and different levels and departments of government.
• Identify and bring existing community initiatives and resources into the school, including parents.
Coordination
Institutional provisions
• Active planning around co-
curricular school programming
must be done with school
leaders.
• Need to be sure to ease
principals’ burdens and be
explicit about how co-curricular
programming contributes
positively to the ways that the
school is measured.
• Principals need the support of
their circuits and districts to work
actively in co-curricular
programming.
• Build relationships with principals
to share vision and purpose of
co-curricular programming.
Leadership• Site coordinators, where possible,
to ensure timetabling, monitoring
and coordination of AS activities.
• Get buy-in from school principal
and staff - talk to schools about
how co-curricular programmes
will help them.
• Work with school management to
ensure that co-curricular
programmes are part of school’s
annual strategy and integral to
school’s learning and teaching.
• Educators should perform a
minimum of 2 activities per week,
2 afternoons per week, based on
their skills and preferences.
• Professionalise after-school
practitioners through training and
certification.
Human Resources
Infrastructure
• Crowd in resources for schools
with no sports fields, halls,
libraries, computer rooms. (Norms
and standards for Public School
Infrastructure)
• Find ways of ensuring that
communities value and hence
enhance and protect school
property.
• Make available use of school’s
facilities after hours for a variety
of community-oriented purposes.
• Access to facilities – ensure plans
to use particular rooms and
resources have been agreed
with school management.
Facilities
• Support programming to
activate computer labs.
• Provide digital literacy
and integrative e-learning
training for teachers.
• Ensure connectivity.
• Mobile platforms for youth
voice, connection,
participation, social
activism.
Computer labs & connectivity
Communications
• School Announcements
• Social Norms & Salience:
Posters/Flyers
• Build a movement with a clear
identity and sense of purpose.
• Commitments & Planning:
Timetables/Attendance Cards
• Communication between
government and
implementing partners
School level
• Strengthen sector through
promotion of co-curricular
programmes and links to
improved learning
outcomes.
• Promote innovation through
case studies and successful
models.
• National campaign on value
of co-curricular
programmes.
Advocacy & awareness
Innovation
• Build a culture that creates space for innovation,
experimentation, agility and flexibility.
• Understand needs of the target group in their
particular context.
• Get to know and understand community before
starting co-curricular programmes.
• Focus on sustainability from programme conception.
• A community-oriented approach, with organisations,
donors, staff and volunteers based in the area
involved from the beginning.
• Sharing co-curricular safety nets regionally.
Innovation & collaboration
Monitoring, Evaluation & Support
• Data driven: prove the success of interventions by gathering and using relevant data to keep stakeholders informed and motivated.
• Set school performance targets (e.g. for learners) and monitor them via SIPs.
• Define relevant quality standards and hold programmesaccountable to those standards through ongoing self-assessment, reviewing intended outcomes against activities.
• Continuous learning and adaptation – using failures as well as successes as opportunities to learn and improve.
• Be accountable to beneficiaries.
Quality and accountability
• Link to SA SAMS & CEMIS
• Mapping
• ANA’s
• NSC
• District Dashboard
• School readiness M&E
• Training support
• Just in time, need to know
• Management & leadership
Data management & support
Base-line situational analysis
needed
• No. low and no-fee schools in SA
• No. schools with after-school programmes
• No. of children participating, and how regularly
• No. of NGOs supporting after-school programmes
in SA (sports, A&C, academic, tech)
• Participation rates per sports, A&C, academic,
technology
• Distribution across provinces, urban/rural areas
Budgets
▪ EU
▪ Global Fund
▪ DFIs
▪ Jobs Fund
▪ NT: Conditional Grants
▪ SANAC
▪ USAID
Partnerships
▪ National Government
▪ DBE
▪ DAC/SRSA
▪ DOJ & CD
▪ DSD
▪ DOH
▪ DOT
▪ DHET
▪ DEA
▪ SAPS
▪ Provincial Government –
Education, Arts & Culture,
Sports
▪ Local Government – Sports
& Recreation
▪ Non-government
▪ Cricket SA
▪ Netball SA
▪ RMB
▪ NGOs
▪ UN Agencies
▪ Academia
▪ Donors
▪ NECT
▪ SANGONET
▪ Faith-based orgs
▪ SANGOCO
▪ CIE
▪ Food brand companies
Questions for group
discussion1. What are the first impressions of this draft policy outline and
how does it resonate with your environment?
2. Does the definition clearly capture the notion of co-
curricular enrichment programs? If not, how could it be
improved?
3. What examples of regional best practice of co-curricular
interventions could the SA policy framework learn
from/incorporate?
4. What are the critical requirements to support co-curricular
enrichment programmes that should be covered in the
policy framework?
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