1. PORTFOLIO COMMITTEE ON BASIC EDUCATION 12 MAY 2015 LEARNER WELLNESS AND SOCIAL COHESION

2. What is Learner Wellness? Characterised by feelings of being valued in all aspects, i.e. physically, spiritually, emotionally, etc. In line with the World Health Organisation (WHO) definition, DBE accepts that there is a strong link between health and education. There can be no effective learning and teaching if the wellness of the learner is being compromised.

3. What is Social Cohesion? Values and social cohesion are inextricably linked; Jensen (1998) defines social cohesion as “the shared values and commitment to a society” Social inclusion is a pre-condition for social cohesion Requires active programmes to address exclusion (Section 9 of Bill of Rights) Promotion of social cohesion in education is based on allegiance to our constitution and universal human rights

4. Situation of South African learners Quadruple burden of disease : –HIV/AIDS and TB, –Non Communicable Diseases (NCD), –Maternal and Child Health, –Violence, Injury and Trauma Vulnerabilities (orphan-hood, abuse, mental health, nutrition deficits, etc) and risky behaviour (sexual, drug use, inactivity, etc) A lack of well-being and social exclusion often experienced as barriers to learning These vulnerabilities amplified by poverty

5. An example: HIV and AIDS

6. THE ADOLESCENT GAP Adolescents living with HIV most likely to die from AIDS than any other group HIV related deaths declining in all other groups – NOT IN ADOLESCENTS Twice as many new infections in adolescents compared to deaths Epidemic amongst adolescents is growing Not on track to achieve an AIDS free generation

7. Drivers of the epidemic in adolescents Early sexual debut, 37 % of grades 8-11 sexually active (Youth Risk Behaviour Survey (YRBS) 2008) High teenage pregnancy levels Alcohol and drug use, about a third of learners grade 8-11 are monthly drinkers and equal percentage often binge drink High rates of Gender-Based Violence High drop-out rates: Single biggest risk factor for early pregnancy and HIV infection - financial concerns and repetition biggest risk

8. Strategic Interventions

9. Strategic Approach Systemic focus: Target systemic levers for change (curriculum, texts, teachers and governance) Be evidence informed – both in terms of understanding the problem and of “what works” Role of national to create an enabling environment Strategically target based on evidence

10. Wellness Interventions ISHP – minimum package of services, importance of handwashing Deworming – high prevalence of worms, compete for nutrients in the body, drugs donated by WHO, teachers to administer, implementation linked to Human Papilloma Virus (HPV), communications campaign National School Nutrition Programme (NSNP) – constant improvement of quality of meals; building efficiency, improving implementation and procurement model HIV/AIDS and TB – Behaviour change programmes, revised draft policy published for public comment, youth friendly Sexual and Reproductive Health (SRH) services, universal sex education programme, TB screening in high risk communities Psycho-social support – strategy finalised, pilot in Waterberg district with National Education Collaboration Trust (NECT), costed plan for implementation in eight districts Keeping girls in schools, focus to include boys, address drop outs

11. Social cohesion interventions Prioritising and raising the status of Life Orientation (quality evidence- informed texts; improved teacher training – creating dialogical spaces) Teacher development must have focus on building social cohesion, values, respect for diversity and human rights – compulsory for all teachers Ministerial Committee to ensure all texts utilised in schools are free from bias, discrimination and prejudice. Address omission as means to exclude. Promote our common history, national symbols, dialogue, democracy education Care and Support for Learning and Teaching (whole school intervention) to include focus on rights

12. Social cohesion interventions- cont Arts and culture – South African School Choral Eisteddfod (SASCE), focus schools? Sports – both wellness and social cohesion, CEM approved School Sports Policy in March 2015, advanced work with Cricket South Africa (CSA), other federations to follow, specific focus on how to improve Physical Education Safety: National School Safety Framework (NSSF) approved, anti- bullying BCC campaign to accompany systemic work, SAPS MoU refocused to address drugs and weapons at school, campaign to address shebeens and liquor outlets close to schools, road safety with focus on pedestrian safety Community outreach and parenting Peer education Making multi-lingualism happen

13. Conclusion Aspects of learner well-being and social cohesion must be integrated across the curriculum Every teacher must promote the values of our constitution Integrated and coordinated inter-governmental collaboration to focus on government’s goals and objectives Education sector should define its space and be clear. Monitoring and Evaluation – to establish progress.

14. Conclusion History will judge us by the difference we make in the everyday lives of children. Nelson Mandela

15. Website: www.education.gov.za Call Centre: 0800 202 933 | callcentre@dbe.gov.za Twitter: @DBE_SA | Facebook: DBE SA Thank you