Education transformation in South Africa. Complex and challengingExpectations of educators and schoolsResistance to change. Why is change resisted? . Timing and pressureLack of clarity Lack of acknowledgement of the human aspectChange is imposedPoor communication . Whole School Development .
1. WHOLE SCHOOL DEVELOPMENT, HEALTH PROMOTING SCHOOLS AND INCLUSIVE EDUCATION: MAKING CONNECTIONS By Nadeen Moolla
Faculty of Education, UWC
2. Education transformation in South Africa Complex and challenging
Expectations of educators and schools
Resistance to change
3. Why is change resisted? Timing and pressure
Lack of clarity
Lack of acknowledgement of the human aspect
Change is imposed
4. 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.
5. 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
6. 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).
7. 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.
8. 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
9. 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)
10. 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
11. MAKING CONNECTIONS Who is involved?
District –based support teams
12. Theoretical underpinnings
School and classroom levels
Organisational and individual levels
13. 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
14. Strategies employed
Development of people and structures
Policy development and implementation
Development and provision of physical resources and technical support
15. 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.