WHOLE SCHOOL DEVELOPMENT, HEALTH PROMOTING SCHOOLS AND INCLUSIVE EDUCATION: MAKING CONNECTIONS

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WHOLE SCHOOL DEVELOPMENT, HEALTH PROMOTING
SCHOOLS AND INCLUSIVE EDUCATION MAKING
CONNECTIONS

• By Nadeen Moolla
• Faculty of Education, UWC

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Education transformation in South Africa

• Complex and challenging
• Expectations of educators and schools
• Resistance to change

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Why is change resisted?

• Timing and pressure
• Lack of clarity
• Lack of acknowledgement of the human aspect
• Change is imposed
• Poor communication

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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.
• (DoE, 2001)

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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

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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).

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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.

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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

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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)

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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

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MAKING CONNECTIONS

• Who is involved?
• Schools
• Educators
• Learners
• Parents
• District based support teams
• Community

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• Theoretical underpinnings
• Eco-systemic theory
• Holistic development
• Change at
• School and classroom levels
• Organisational and individual levels

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• 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
• School-community partnerships

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• Strategies employed
• School-based development
• Development of people and structures
• Policy development and implementation
• Partnerships
• Community involvement
• Development and provision of physical resources
  and technical support

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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.

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