Transcript Brief on Programmes aimed at curbing violence in schools

Presentation to the Portfolio
Committee on Women,
Children, Youth and People with
Click to
Brief
onedit
Programmes
Master Disabilities
subtitle
aimed style
at curbing violence in schools
8/29/11
11
INTRODUCTION
•
•
Crime prevention continues to be a priority of
government.
More concerning is fact that young people
constitute a considerable percentage of the
affected population segment, both as victims
and perpetrators.
•
These instances occur in spaces traditionally
22
AUDIT OF 585 SCHOOLS
•
CJCP appointed by the Department and UNICEF to conduct
a baseline audit in all 585 Child Friendly schools in 2006
Aim of the audit
–
–
To collect baseline information that can guide the design,
implementation and monitoring of Safe and Caring Schools
nationally, as well as other initiatives such as the Sports
Development, Leadership Development and School Management
programmes.
To support the design of specific interventions that will contribute
to the reduction of social vulnerabilities for learners in these
schools in relation to violence, drug abuse, teenage pregnancy,
gangsterism, etc.
33
Incidents involving weapons and drugs/alcohol,
pregnancies and corporal punishment across
schools
90
81.2
None
80
1 - 10
70
11 - 20
59.4
60
59.4
21 - 30
55.2
31 - 40
41 - 50
%
50
51 - 100
40.3
40
> 100
27.7
30
18.2
20
18.1
16.0
7.9
10
1.9 0.5
0.3
0.7
0.5
1.0
0.0
0.5 0.0
0.0
0
Weapons
Drugs/Alcohol
Pregnancies
Corporal punishment
44
Facilities by province
55
Recommendations implemented
•
•
•
•
Identified high-risk schools at province level
and provide immediate attention.
Targeted interventions designed to meet the
specific needs of identified schools
developed.
Encourage learners to report all incidents of
violence, including cases where educators
might be abusing their position.
Formal mechanisms for the recording and
reporting of incidents by principals
66
developed and instituted within schools and
DBE School Safety Approach
•
•
Approach – address both the physical and
social aspects of school safety.
Main pillars:
–
Physical infrastructure
–
Support to management and teachers
–
Learner support
–
Partnerships and Community involvement
77
PHYSICAL ASPECTS
•
•
•
Provision of adequate physical infrastructure
Priority – control and monitor access to school
properties.
9 Ministerial Schools nationally:
–
fences
–
security guards
–
hand held metal detectors
–
high mast lights
88
SOCIAL ASPECTS
•
4 areas of focus
–
Support to school management
–
Support to teachers
–
Learner support
–
Partnerships
–
Community Mobilisation
99
SUPPORT TO SCHOOL
MANAGEMENT
•
•
Policy
–
Regulations for Safety Measures at Public Schools, 10 November 2006,
–
The Search and Seizure and Drug Testing- gazetted in notice 1140 of 2008
–
The Bill of Responsibilities for the Youth of South Africa
–
Example of the Code of Conduct for learners at all public schools
Exploring Humanitarian Law
–
–
–
Youth development curriculum programme
Proven to reduce levels of violence amongst learners on the
playground
1010
9 Ministerial Schools trained and implementing since
2007
Management support cont
•
Support with development of School Codes of Conduct
and safety policies
–
–
–
•
•
Very few schools implement Codes of Conduct
During Hlayiseka training, emphasis placed on the
development and use thereof
Example on Code of Conduct distributed to schools
Training principals and teachers on drug searches and
management
Support teachers to deal with discipline in schools
1111
–
Booklet on alternatives to corporal punishment in schools,
Intergovernmental relations safety
Collaborative partnership with SAPS
Implementation protocol was developed and signed by the Minister
of Basic Education and Minister of Police. The collaboration is on
the following areas:
(a)
To strengthen Safe School Committees in addressing crime and
violence in schools
(b) To link all schools to local Police Stations;
(c) To raise awareness amongst children and young learners regarding
crime and violence and its impact on individuals, families and
education;
(d) To mobilise communities to take ownership of schools by
protecting them
(e) To encourage the establishment of reporting systems at schools;
and
(g) To implement school-based crime prevention programmes in
collaboration with provincial, district/local officials responsible for
school safety
1212
PARTNERSHIPS
Aimed at mobilising community support and the
integration of activities
•Community patrols and watches around schools
•Encouraging schools to develop relationships with
structures and organisations within communities
•Include
SAPS
Business Against Crime
research agencies and NGOs
non-government organisations like CJCP, Boys and
Girls Town
•Community Mobilization
SGBs
National Community Policing Forum
•
1313
Role of SGB
•
•
•
•
Ensure the effective Safe School Committee is
in place and programmes are implemented by
schools
Ensure that law enforcement officials provide
a visible presence on school premises during
school hours and at school-related events.
To ensure that schools have a School Safety
Plan and a School Development Plan, clearly
indicating short-, medium- and long term
objectives.
To ensure that schools have Crisis/Emergency
1414
Role of Communities
•
•
The involvement of School Communities is
crucial when it comes to creating Safe, Caring
and Child Friendly Schools.
Parents have more access to information and
resources than they realise – through their
day-to-day interactions with their children,
their friends, other parents/caregivers,
educators, school principals, coaches and
other community members.
1515
Conclusion
•
•
•
Work on Ministerial Schools concluded as it
was set for a 5-year period. DBE up-scaling
attention to all schools though the DBE-SAPS
protocol.
Creating Safe, Caring and Child Friendly
Schools is essential for learners’ academic and
social success.
There are multiple elements to establishing
environments in which youth feel safe,
connected, valued, and responsible for their
behaviour and learning.
1616