Government-funded programmes and services for vulnerable - Unicef
Government-funded programmes and services for vulnerable - Unicef Government-funded programmes and services for vulnerable - Unicef
Department of Basic Education ➔ the DoE, requires the Department to address excessive domestic responsibilities/child labour by (pp67, 83): that are frequently absent from school and in need of care and protection, and report them to the DoSD and assist them to apply for social grants and exemptions from school fees; policy and better monitoring system in respect of learner absenteeism; continued education of children under the age of 18 who have left school to work, by establishing special education centres or classes in the regular school setting; the specific needs and problems of children that are working; needs and problems of children that are working into the life orientation curriculum; facilities in areas where children often have to look after their younger siblings; ➔ 149
Government-funded programmes and services for vulnerable children in SA ➔ sharing of housework between boys and girls; about school hours to allow children to work without compromising their schooling during high seasons. Early identification, support and referral of learners with a disability and/or those affected by HIV/AIDS Early identification of learners with disabilities Education White Paper 6 identifies clinics as being responsible for early and initial assessment and interventions in relation to sensory (sight and hearing) and other physical disabilities which create learning barriers. Targeted beneficiaries Children with disabilities Children affected by HIV/AIDS Orphans and victims of child labour Child-headed households Schools and teachers At the same time, the White Paper requires that links be established between the local clinics and schools. Once children enter the formal schooling system, multidisciplinary school-based support teams (drawing in the health sector’s expertise) must identify at-risk learners and address their barriers to learning. Early identification of barriers must focus on identification of learners in the foundation phase (Grades 1–3). ➔ 150
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Department of Basic Education<br />
➔<br />
the DoE, requires the<br />
Department to address<br />
excessive domestic<br />
responsibilities/child<br />
labour by (pp67, 83):<br />
<br />
that are frequently<br />
absent from school<br />
<strong>and</strong> in need of care<br />
<strong>and</strong> protection, <strong>and</strong><br />
report them to the<br />
DoSD <strong>and</strong> assist them<br />
to apply <strong>for</strong> social<br />
grants <strong>and</strong> exemptions<br />
from school fees;<br />
<br />
policy <strong>and</strong> better<br />
monitoring system<br />
in respect of learner<br />
absenteeism;<br />
<br />
continued education<br />
of children under the<br />
age of 18 who have<br />
left school to work,<br />
by establishing special<br />
education centres or<br />
classes in the regular<br />
school setting;<br />
<br />
the specific needs <strong>and</strong><br />
problems of children<br />
that are working;<br />
<br />
needs <strong>and</strong> problems<br />
of children that<br />
are working into<br />
the life orientation<br />
curriculum;<br />
<br />
facilities in areas<br />
where children often<br />
have to look after<br />
their younger siblings;<br />
➔<br />
149