PRESENTATION TO THE SELECT COMMITTEE

PRESENTATION TO THE SELECT COMMITTEE “CREATING SAFER & CARING SCHOOL” 13 JUNE 2007

“Creating safer & caring schools”: Policy & legislation framework • Constitution of the Republic of South Africa, 1996 (Act No 108 of 1996) • The Bill of Rights entrenched in the Constitution, 1996 provides for the protection and promotion of, and respect for, the human rights of all citizens of the Republic of South Africa. • Section 28(1) in particular, covers the rights of children and states, inter alia, that every child has the right to family, parental or appropriate alternative care,basic social services, be protected from maltreatment, neglect, abuse and degradation. • The South African Schools Act, 1996 (Act No 84 of 1996) • The Act provides for the development of a Code of Conduct for public schools, whose main focus must be positive discipline. This implies a commitment from educators to the challenge of discipline as a positive learning process; and thus to the underlying values and attitudes of peace, tolerance, respect, dignity and human rights.

“Creating safer & caring schools”: Policy & legislation framework • The Manifesto on Values, Education and Democracy • The Manfesto reflects fundamental values entrenched in the Constitution, which include democracy, social justice, equity, equality, non-racism and non-sexism, ubuntu (human dignity), accountability, an open society, the rule of law, respect and reconciliation. • National Curriculum Statements • The social goals of the curriculum, as entrenched in the National Curriculum Statements, are also reflected in the principles of social justice, human rights, a healthy environment and exclusivity. • Moral Regeneration • Promoting the spirit of ubuntu respect, care, citizenship as overarching values that characterise the South African people. • The principle of coexistence that requires justice, fairness and mutual respect.

“Creating safer & caring schools”: Incidents of crime and violence is schools • Before citing a few, but critical examples of spine-chilling violent acts either perpetrated by learners on others, or adults on educators, it is essential to note that between 04 March 2005 and 26 March 2007, eighteen Parliamentary Questions on crime, violence, ill-discipline and drug abuse in schools were raised. Three of these questions came from the NCOP. • I wish to refer to a question raised by the Honourable Member of Parliament Mr MA Sulliman, who, on 11 August 2006, asked the Minister of Education whether her department has put any measures in place to address violence at schools, given reports about the incidents of violence, crime and ill-discipline in some schools; if not, why not; if so, what measures? • Honourable Chairperson, before we can respond to this question raised by the Honourable Member Mr Sulliman, which forms the basis of our presentation to this House in the first place, allow us to cite a few examples, which will illustrate the magnitude and depth of some of the problems facing our schools today.

“Creating safer & caring schools”: Incidents of crime and violence is schools • The Honourable Members might recall the following incidents: • the gruesome stabbing of a 17 year-old boy in Gauteng by a 16 year-old fellow learner – four fatal wounds; • the fatal stabbing of an educator by a learner in KwaZulu Natal; • the hacking to death of a 12 year-old with a home-made axe by two equally young learners (7 & 12 year-olds) for a R5 debt (Western Cape); • the estranged husband in Gauteng who shot and killed his wife in front of learners in a Gauteng primary school; • a male business partner who shot and killed his female business partner in front of young learners in a Gauteng primary school; • the fatal stabbing with a pair of scissors of a learner by another learner in the Western Cape; and • the gang-rape by fellow students of two young girls who were grounded in a classroom by their teacher in KwaZulu Natal.

“Creating safer & caring schools”: Incidents of crime and violence is schools • Surely, such a callous antisocial behaviour cannot epitomise the fruits of our hard-fought democracy. There must be “something” in humankind, especially our children, which makes them behave so cruelly and extreme antisocially. Obviously, the Department’s response to crime, violence and ill-discipline cannot only focus on infrastructure rehabilitation – although such is essential. Intervention and prevention strategies must also address the soul and the psyche of our children. • Schools are not and cannot be allowed to be the “oasis of oblivion”. Schools are places for appropriating skills (including relational capacities); schools are an environment for discovery and encounters. Plainly put, schools are for teaching and learning. The education system is therefore duty-bound to encourage the social heterogeneity both in the classroom and in and among various other schools.

“Creating safer & caring schools”Actions taken • Honourable Chairperson, allow me to respond to the task at hand, as well as the Honourable Sulliman’s Parliamentary Question by saying the Department of Education has begun to intensify its policies and programmes against crime, violence, ill-discipline and drug abuse in schools. • On 5 June 2006, the Council of Education Ministers (CEM) approved the amendments to the 2001 Regulations for Safety Measures at Public Schools in terms of the South African Schools Act, 1996. • At the same meeting, CEM agreed to address the incidents of crime and violence at schools in the following manner: • provide infrastructure, such as walls and fences around schools, as well as high mast and high intensity lights; • strengthen relations between schools and neighbouring police stations;

“Creating safer & caring schools”Actions taken • introduce security officers at vulnerable schools; • introduce a school register for visitors; • investigate the possible provision of counselling for learners affected by crime and violence in schools; • identify schools dogged by high levels of crime and violence for possible interventions; • Deputy Minister of Education to lead a team which would investigate the legislative process with regard to random searches for drugs and dangerous weapons at schools; and • the Department, in cooperation with Business against Crime, should investigate the use and installation of Close Circuit Television (CCTV) in schools

“Creating safer & caring schools”Actions taken • As a direct response to the CEM decisions, the Department requested the Provincial Education Departments to identify schools dogged by high levels of crime, violence and ill-discipline. A total number of 585 schools were identified (65 schools per province). It is important to note that the number 585, was motivated by a Sunday Time article sometime in June 2006. Some of these schools are situated within the 169 priority areas designated by the South African Police Services (SAPS). • From the 585 schools, 9 (one per province) were selected for the Minister’s Intervention Pilot Project to create safer and caring schools.The first part on the pilot project focused on infrastructure improvements to create safer and caring school environments, including:

“Creating safer & caring schools”Actions taken • the appointment of 8 security officers per school for a period of six (6) months; • the erection of steel palisade fencing, with proper security gates; • the provision of 4 hand-held metal detectors with rechargeable batteries; and • the installation of proper lighting fitted at strategic points on the school premises, including the provision of a generator (with a fixed steel cage built around generator), where necessary.

“Creating safer & caring schools”: A holistic response • To address crime and violence in schools in a broader and more holistic way, the Department continues to strengthen its policy and legislative frameworks, programmes and partnerships with a deliberate intention to create safer and caring schools for both educators and learners. Some of the prevention / intervention measures include, but are not limited to the following: • In 2001 the Department gazetted the Regulations for Safety Measures at Public Schools, to regulate access into public schools, and also to prohibit the carrying of dangerous weapons into schools. To strengthen these Regulations, the Department worked very closely with the Ministry of Safety and Security in implementing the Firearms Control Act, and declaring school firearm-free zones. This has assisted in some measure to curb unregulated traffic into schools. The Honourable Members should note that the Regulations for Safety Measures at Public Schools were amended by CEM on 05 June 2006 to regulate safety measures during school tours and excursions.

“Creating safer & caring schools”: A holistic response • The Department, in collaboration with the Department of Safety and Security, has developed a comprehensive resource manual – “Signpost for Safer Schools” that takes a school community through the basics of ensuring safety in a school – from erecting a fence around the school to identifying and supporting children who are abusing alcohol and drugs, or who are themselves being abused. The manual encourages the creation of school safety committees, which work closely with the police services. • The collaboration with Department of Safety and Security also encouraged the “Adopt a Cop” initiative, which is intended to bring police to work directly with learners and schools, thus making the police the critical friends of the schools.

“Creating safer & caring schools”: A holistic response • To curb the presence of drugs, legal and illegal substances in schools, the Department has developed the Policy Framework and Guidelines for the Prevention and Management of Drug Use/Abuse in Public Schools. In support of the Policy Framework and Guidelines, the Department has, in partnership with the United Nations Office on Drugs and Crime (UNODC) developed a training manual for educators on the prevention and management of drug use/abuse in public schools. • The Education Laws Amendment Bill has been published for public comment. The Bill pronounces on random drug testing, and the development of guidelines for the management of random drug testing in schools. It is envisaged that random drug testing will be instituted, where there is reasonable suspicion of the use of drugs or any other illegal substances.

“Creating safer & caring schools”: A holistic response • The prevention and management of crime and violence dictates the early detection of risk factors, which could lead to incidents of crime and violence in schools. In partnership with the Centre for Justice and Crime Prevention (CJCP) the Department has piloted the Hlayiseka Project in three provinces (Limpopo, Eastern Cape and Western Cape) in order to develop a tool (Early Warning System: Be Aware – Take Care) to identify, report and manage incidents of crime and violence in schools. • Hlayiseka is one step in the process of developing safer and caring schools for both educators and learners. • It is envisaged that the Hlayiseka – Early Warning System will be implemented in all the 585 prioritised schools to address crime, violence and ill-discipline in these schools. • In order to comprehend the underlying symptoms of crime and violence in schools the CJCP has been commissioned to do a national audit in the 585 prioritised schools for purposes of future planning and direction towards strategic interventions.

“Creating safer & caring schools”: A holistic response – 585 prioritised schools • We have stated the infrastuctural improvements in schools selected for this project, as well as a need for a holistic approach in addressing crime, violence, ill-discipline, drug and substance abuse, and other forms of antisocial behaviour among learners. The Department with its strategic partners has developed a more comprehensive and integrated plan for direct support to provinces and schools. • Provincial Education Departments have submitted costed business plans indicating interventions ranging from erecting security fences, installing burglar alarms, and providing security guards, metal detectors, etc., to empowering educators, SGBs and parents through programmes on conflict resolution, anti-bullying, alternatives to corporal punishment, the implementation of the Occupational Health and Safety Act, training on the Signposts for Safe Schools and the prevention and management of drug use/abuse, first aid, etc.

“Creating safer & caring schools”: A holistic response – 585 prioritised schools • In partnership with UNICEF the Child Friendly School’s concepthas been developed. The principles of Child Friendly Schools are as follows: • a Child Friendly School is a rights-based school, which demonstrates, promotes and helps monitor the rights and well-being of all children, regardless of their sex, socio-economic, physical, intellectual, emotional and linguistic background; • a Child Friendly school is an academically effective school that provides quality education, which is relevant to children’s needs and for livelihood knowledge and skills. It requires strong leadershipand management, a healthy environment and a sound relationship with all stakeholders; • a Child Friendly School is safe for and protective of children’s emotional, psychological and physical well-being. It creates safe spaces for girls and boys to learn effectively;

“Creating safer & caring schools”: A holistic response – 585 prioritised schools • a Child Friendly School is a gender sensitive school that promotes equity and equality environments and capacities that foster equality. It aims to realise the equal right to education for all children. It is welcoming, nurturing and accessible to families and children in need of special protection measures, including those affected by abuse, disability, discrimination, orphaning, poverty and HIV; • Child Friendly Schools work to strengthening families in establishing vital relationships with communities and teachers. It further builds partnerships with the community that is supportive to achieving its goals. This is the key “building block” for a Child Friendly School; and • a Child Friendly School is a health promoting school that promotes a healthy environment for learner’s emotional, psychological and physical well-being, including school-based health and nutrition services, life-skills and provision of water and sanitation facilities.

“Creating safer & caring schools”: A holistic response – 585 prioritised schools • Exploring Humanitarian Law (EHL) is an international programme for young people between the ages of 13 and 18 years of age. The objective of the programme is to introduce adolescents to the basic rules of international humanitarian law (IHL), which aims to protect life and human dignity. The EHL resource pack comprises five core modules and didactical tools for teachers and learners, designed to enhance exploration of the following matters: • this programme provides teaching materials that can be integrated into secondary curricula as a subject on its own, or as parts of a number of existing subject areas. The programme can be delivered as an optional after-school activity or taught in out-of-school settings such as youth development programmes or learner camps; • the EHL seeks to help young people embrace the principles of humanity in their daily lives;

“Creating safer & caring schools”: A holistic response – 585 prioritised schools • in particular, the EHL fosters: • an understanding of the need to respect human dignity, • understanding of humanitarian issues and of the various aspects if IHL as well as the complexities of its application, • interest in international current events and humanitarian action and the ability to analyse them knowledgably, • capacity to view conflict situations at home and abroad from a humanitarian perspective, and • active involvement in community service or other forms of engagement for the most vulnerable members of society.

“Creating safer & caring schools”: A holistic response – 585 prioritised schools • The five core modules of the EHL include: • Module 1: The nature of the humanitarian act and the role of bystanders; • Module 2: The need to regulate armed conflicts and the basic rules of IHL; • Module 3: The implementation and enforcement of IHL, the question of responsibility; • Module 4: The need to try and punish perpetrators of violations and the importance of reconciliation; and • Module 5: The need for and implementation for and requirements of humanitarian action in times of armed conflict. • More generally, EHL contributes to developing social awareness in young people and sharpens their sense of civic responsibility. It emphasises the importance of protecting life and human dignity. Thus making a unique contribution to citizenship education at every level – local, national and global. • EHL has already been piloted in two schools (Mountview Secondary School in the Western Cape and Immaculata in Gauteng). During 2004 about 900 teachers in the nine provinces were introduced to EHL as part of the Values in the Curriculum Project.

“Creating safer & caring schools”: Conclusions • The implementation of the above-mentioned programmes could contribute to the enhancement of access, retention and a sense of belonging of learners and educators in an environment where the values of dignity, mutual respect and responsibility are acknowledged and become part of everyone’s life. • School management can be supported with creative approaches intended for conflict management and resolution, victim empowerment, youth development programmes, organisational development programmes, team building innovations, and school enrichment programmes including sport, recreation, arts and culture). • These approaches must bring back hope to the schools; must be presented with respect and dignity; must be simple to apply; and must involve all role players. The lifeskills programme, as an integral part of the curriculum, must be strengthened to address issues such as sexual abuse, conflict management, bullying, gender-based violence, decision-making skills, etc.

PRESENTATION TO THE SELECT COMMITTEE