Government-funded programmes and services for vulnerable - Unicef

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Department of Basic Education ➔ support. In such a case, eligibility for a social grant should be used as a criterion for eligibility for a publicly funded lunch. All learners in the schools must be provided with daily meals. The DoE with the DoH provides a variety of menu options which the district office makes available to schools. School menus are supposed to provide tasty and adequate meals which must provide at least 30% of the daily nutritional needs of learners per meal. The meal should provide protein, starch and vegetables. Menus must be socially acceptable and the use of indigenous food in the menu is recommended. Learners must be fed before 10.00am so that they can be alert in class. The Programme also facilitates the establishment of food gardens at the beneficiary schools as a form of support for the Programme and as a means of involving local communities. Notes: (i) South African Schools Act, 1996, s5, and the Admission Policy for Ordinary Schools, 1996 (ii) The Admission Policy for Ordinary Public Schools, 2006, and the South African Schools Act, 2006 (iii) The Admission Policy for Ordinary Public Schools, 2006, s19 (iv) The South African Schools Act, 2006, s22 (v) The Admission Policy for Ordinary Public Schools, s23 and s24 ➔ 167
Government-funded programmes and services for vulnerable children in SA (vi) National Minimum Norms and Standards for School Infrastructure, 2008. The Norms and Standards are to be achieved by schools over a 10-year period, between 2011–21. (vii) The National Policy only becomes effective as from 1 January 2011. (viii) Policy on Learner Attendance, May 2010, DoE (comes into effect on 1 January 2011) (ix) Social Assistance Act 13/2004: Amendment regulations relating to the application for and payment of social assistance and the requirements or conditions in respect of eligibility for social assistance, 31 December 2010, s6(5) (x) Section 110, Children’s Act (xi) Signposts for safe schools (DoE and DoSS) (xii) Measures for the Prevention and Management of Learner Pregnancy, 2007, DoE (xiii) Measures for the Prevention and Management of Learner Pregnancy, s24 and s27 (xiv) The South African Schools Act, 1996, as amended by the Education Laws Amendment Act 24/2005 and Amended National Norms and Standards for School Funding, 2006 (xv) Schools in South Africa are divided into five categories or ‘quintiles’, according to their poverty ranking. The ranking procedure is as follows: first a national poverty table is prepared by Treasury which determines the poverty of geographical areas based on data from the national census. Provinces then rank schools as being in quintiles 1 through 5 according to the geographical location of the catchment area of the school (Hall & Giese 2009). (xvi) The no-fee threshold is different for each quintile. It is the recommended per-learner subsidy that ought to be allocated for each learner in schools in the different quintiles. The subsidy is higher for quintile 1 learners and the lowest for quintile 5 learners. The recommended per-learner allocation is determined by the national DoE and is published annually in the Government Gazette. (xvii) Amended National Norms and Standards for School Funding, 2006 (xviii) The formula that is applied to determine eligibility for total and partial exemptions is: E = 100 (F+A) C E = School fees, as a proportion of the income of the parent. F = Annual school fees, for one child, that a school charges in terms of section 39 of the Act. A = Additional monetary contributions paid by a parent in relation to a learner’s attendance of, or participation in, any programme of a public school. C = combined annual gross income of parents. 100 = the number by which the answer arrived at in the brackets is multiplied so as to convert it into a percentage. (xix) Amended National Norms and Standards for School Funding, 2006 (xx) National Guidelines on School Uniforms, 173/2006 (xxi) Until the Norms are implemented, there is no national transport or hostel policy. At the time of writing this report, the minister of education did not appear to have developed the transport/hostel policy. In addition, the policy goals are long-term goals to be implemented over a 10-year period, from 2010–20. (xxii) EPWP Social Sector Plan 2004/5–2008/9 and the NIP for ECD (xxiii) Strategic Plan 2009–2013 (xxiv) There is no mechanism for tracking the budget allocations and spending by DoSD and DoBE on ECD 0–4 programmes or on the EPWP ECD scaling-up initiative. This creates some difficulty in tracking government-funded programmes other than the subsidy and training of ECD practitioners. The two core funders of ECD programmes and facilities are parents and donors (Streak & Norushe 2008). Some key policy and service delivery gaps In South Africa, children’s rights, including the right to education, enjoy high level protection in terms of various international, regional and national treaties, charters, other legal instruments and, of course, the South African Constitution. 81 The right to basic education is even more strongly protected than other socio-economic rights in our Constitution. It is not subject to progressive realisation, in other words, it is not subject to the availability of government funds, as is, for example, the right to social assistance. The constitutional guarantee that ‘everyone has the right to a basic education’ (section 29(1)) is supported by a large body of national policies and laws governing the rights and responsibilities of the different parties, such as the education departments, schools, school governing bodies, teachers, parents and learners in the realisation of this right. 81 See Chapter 3 for a brief discussion of the various international and regional instruments which guarantee the right to an education. 168
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Government-funded programmes and services for vulnerable - Unicef

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