Since its adoption by SADC Ministers of Education in 2008, the Care and Support for Teaching and Learning (CSTL) Framework has been instituted within the South African Department of Basic Education as a guide for mainstreaming care and support. An evaluation of CSTL was planned for 2019/2020, but with the advent of the coronavirus in early 2020, this was not possible. In addition, the COVID-19 pandemic and related government lockdowns have resulted in numerous consequences for the education sector and the children it serves. It was thus determined necessary to conduct a rapid evaluation of CSTL implementation in schools, to determine how schools have coped during the COVID-19 period. The findings of the rapid evaluation were presented at the November 2021 CSTL conference, as a contribution to discussions around strengthening the system for effective delivery of school-based care and support services and preparing the system and schools for future disruptions or emergencies.
The SADC Secretariat, UNESCO, UNICEF, MIET AFRICA and key partners held a successful webinar on 3 September which provided a platform for exchange between education leaders and stakeholders on good practices and challenges related to the re-opening of schools during the COVID-19 pandemic.
The webinar highlighted the close relationship between health and education and the negative impact COVID-19 has had in this regard. Lockdowns highlighted pre-existing challenges facing schools, for example infrastructure and governance, and other roles that schools play aside from education, for example in nutrition. A key takeaway message is that at the systemic level, it is necessary to build resilient and robust systems, and it was acknowledged that the following elements were critical: infrastructure, capacity building, (e.g. equip teachers with ICT skills), financing, psycho-social well-being of educators, and the building of partnerships.
Click here to read the report and see below to download presentations.
This paper, by Prof John Volmink and Lynn van der Elst, examines the developmental role the education NGO sector can play in advancing the goals of the National Development Plan, and the risks and challenges that inhibit it.
Technical Report (March 2016): prepared for the National Educational Collaboration Trust, in which well-planned, collaborative and coordinated innovation-in-education strategy aligned with the shared vision of a 21st century education that benefits all learners is proposed.
This is a model, submitted to Revised UNESCO Policy Guidelines for Promoting Inclusion and Equity in Education website, relevant to the various areas of the UNESCO Policy Guidelines for Promoting Inclusion and Equity in Education.
This is desktop review of current developments in existing teacher education for inclusion and democracy in the partner countries (Botswana, Namibia and South Africa), classified into three areas: policies on Inclusive Education and teacher training; programmes for teacher education; a literature review looking at existing research related to teacher education for inclusion.