Draft Framework on Health and Wellness

1. Draft Framework on Health and Wellness

2. Emerging Issues from Sessions • Lack of collaboration amongst govt depts and other stakeholders: What drives collaboration? • Why is it needed? What should be done and by whom; What structures need to be put in place for collaboration? How to enforce collaboration • Variations on implementation of HPS and the non-standardization on criteria • Absence of the voice of the learners, educators particularly in programme conceptualization, development and implementation

3. Why the framework? • Some of the challenges facing schools, include unsafe environments, the poor quality and quantity of health services currently being provided in schools, especially those in resource constrained settings, inadequate capacity to implement government approved programmes and the unacceptably high level of violence hence delivery of quality education is impeded. • What is being done and what can be done to improve and assist educational institutions & communities to become health promoters and lifestyle advocates as means of improving learning and teaching?.

4. Rationale • To review the departmental strategies /approaches on health barriers impeding learning, teaching and delivery of quality education for all; • Through the framework the DoE seeks to synergistically link “education, health and social development systems” for the provision of services in a way that will promote “Health, Wellbeing, Development, and improve Learning & Teaching in educational institutions

5. The Framework • The framework aims at creating an enabling environment (space) for all stakeholders to strengthen, enhance and support delivery of minimal package of basic school health services through curriculum, life skills, nutrition, physical activity, sports and recreation and promotion of safety. • Assist educational institutions & communities in promoting and to become healthy lifestyles and behaviour advocates, child friendly, health promoting, safe and centers of care and support to all children.

6. The Framework • Through consultative processes the ability of the framework to: • Guide and promote the implementation of school based health, wellbeing and development within the educational institutions for the educator and the learner (the draft framework, implementation and communication strategy • Strenghten crucial linkages amongst education, health and social development systems; and • Outline necessary programmatic interventions needed to promote health, wellbeing and development of the children is being addressed

7. Educational Support Services (ESS) • Define and integrate CFS /SCCS/ HPS (need for a std definition) • What is a center of care and support in an educational perspective? • What is a model of excellence in the South African context of a HPSCFS/SCCS/ school? Describe model & approach (opportunities & challenges) • How do we get the school to become models of excellence for care and support amongst children with limited resources? • Where are the best delivery points of school services? • Describe needs for CFS/SCCS/HPS in relation to learning and teaching ? • Describe the linkages to teacher development, career pathing and QA in relation to health and wellness linking this to systemic evaluation (learner) vs. IQMS (educator).

8. Educational Support Services (ESS) • How to package the programme with existing programmes to ensure integration, minimal duplication, non-expansion of existing structures, maximal utilization of existing resources, quality assurance. • How do we utilise HPS/CFS/SCCS to remedy dysfunctional schools • Preparedness of educators to perform additional functions/role • Implications for professional development of educators through education (PRESET & INSET), development & career pathing • What systems are in place to support the teachers • Are current policies translated to action: what impedes the implementation • Linkages between home and school which are regulated controlled environments • Ability of the school to strenghten the societal through education, mobilization and sensitization of communities about the linls

9. Basic Package of Educational Support Services (BPESS) • Education support services should consist of preventive, developmental, care, support and referral • What a school based basic minimum package should include psychosocial care and support, acess to nutrition, basic school health services viz. screening for particular conditions, substance use and abuse, violence, gender inequities, reproductive health particularly teenage pregnancy, HIV and AIDS, safety, health promotion, peer education

10. Conclusion • Whether the framework should address both learner and educator health, wellness issues within the context of education and schooling, noting respective differences between the target populations and whose responsibility is this; • What the scope of the framework should cover either ECD, grades R to 12, or all educational institutions and yet, with some adaptation be applicable to any other (viz. FET colleges, ABET, HEIs).

11. Conclusion • The notion of a school requires redefinition, taking into account the guiding principles for HPS, CFS & SCCS and the current HIV and AIDS era . • In this regard, need for an implementation guide for SGBs, SMTs, LRCs, school communities to assist schools to be catalysts for the promotion of health, wellbeing & development amongst learners and educators • Review of existing policies particularly HIV and AIDS and SASA;