WHOLE SCHOOL DEVELOPMENT, HEALTH PROMOTING SCHOOLS AND

INCLUSIVE EDUCATION: MAKING CONNECTIONS

By Nadeen Moolla

Faculty of Education, UWC

Education transformation in South Africa

• Complex and challenging

• Expectations of educators and schools

• Resistance to change

Why is change resisted?

• Timing and pressure

• Lack of clarity

• Lack of acknowledgement of the human aspect

• Change is imposed

• Poor communication

Whole School Development • “A planned and sustained effort at school

self-study and improvement, focusing explicitly on change in both formal and informal norms, structures and procedures.” (Schmuck, 1982)

• Developing the school, in all its aspects as an organisation, so that it is a context that supports and encourages the provision of quality and innovative education.

• The ultimate goal of Whole School Development is to improve the quality of teaching and learning. (DoE, 2001)

Developments within WSD

• Beginnings – early 1990s (NGOs as key facilitators)

• 1994 – ANC Education Desk acknowledges importance of Whole School Review

• 1996 – Ownership by provincial Department of Education

• Up to 2006 – Various initiatives at school-based level; introduction of WSD as quality assurance mechanism

Health Promoting Schools

• “The health promoting school aims at achieving healthy lifestyles for the total school population by developing supportive environments conducive to the promotion of health. It offers opportunities for and requires commitments to, the provision of a safe and health enhancing social and physical environment.” (WHO, 1993).

Health Promoting Schools (contd)

• The health promoting school is a place where all members of the learning community work together to provide learners with integrated and positive experiences and structures which promote and protect their well-being.

• Address bio-psycho-social barriers to learning and development and in so doing promote effective teaching and learning and the well-being of role players inside and outside the school.

Developments within HPS

• Beginnings – 1994 (Initial exploration by key stakeholders in Health, Education and Social Development)

• 1994 to 2000 – policy and practice developments, conferences, National HPS task team

• 2000 – National Guidelines for the development of Health Promoting Schools/Sites in South Africa

• Up to 2006 – various HPS initiatives pioneered by key stakeholders in health and education including schools

Inclusive Education

A system that ensures that the full variety of educational needs is optimally accommodated and included in a single education system through the provision of various levels and kinds of support to learners and educators. (EWP 6, 2001)

Developments within IE• Beginnings – early 1990s (NEPI)• 1995 – Education White Paper 1 commitment to

development of holistic integrated services• 1996 – National Commission on Special Needs and

Training and National Committee for Education Support Services

• 2001 - Education White Paper 6: Building an Inclusive Education and Training System

• 2003 – Practical Guidelines for implementation of key areas of the policy

• Up to 2006 – various efforts engaging with and implementing EWP6 including DANIDA and current national field testing

MAKING CONNECTIONS

Who is involved? • Schools• Educators• Learners• Parents• District –based support teams• Community

Theoretical underpinnings • Eco-systemic theory• Holistic development

Change at…• School and classroom levels• Organisational and individual levels

Successful implementation is aimed at • Human Resource development in terms of

knowledge, skills and values• Empowering people to change and to manage

change• Policy development at school level• Creating an environment that supports effective

teaching and learning• Access to appropriate support services• School-community partnerships

Strategies employed• School-based development • Development of people and structures • Policy development and implementation• Partnerships• Community involvement• Development and provision of physical

resources and technical support

In Conclusion

• A first step … Making connections tentatively.

• The greater challenge… Moving towards integration in order to facilitate implementation at the level of the school and the classroom.