The guidelines and the five priority areas identified by Department of Education offer a framework that supports the development of a school HIV and AIDS policy. The guidelines and priorities can also be used to review your school's existing HIV and AIDS policy and determine how adequate it is and what changes may be necessary
There are different ways of combating discrimination and creating a safe and nonthreatening environment at school. An important contribution can be made by implementing an Anti-Bullying Policy
The purpose of this toolkit is to provide a helpful, detailed checklist for SMTs to plan and manage their school nutrition programme.
The purpose of this toolkit is to use a brainstorming technique to come up with creative ideas respond to the challenge of providing aftercare support for vulnerable learners. To use the ideas from the brainstorming session to inform the development of a draft set of ideas for an aftercare strategy.
The purpose of this toolkit is to conduct a situational analysis or assessment that will help you to understand the size of the challenge and the current capacity of your school to set up a counselling service. To assist you to decide on the most suitable options for implementing counselling support in your school context.
Teachers often confuse authority with power, to use the distinction made
at the beginning of Reading 11. Probably the most common means of
wielding power (for teachers) has been the use of corporal punishment.
The following extract was taken from a two-part article in The Educator’s
Voice, published by SADTU. Vally briefly analyses some of the reasons for
the popularity of corporal punishment among teachers in South Africa.
Corporal punishment is of course now illegal in South Africa (as it is in
many countries). However, it still has many supporters among teachers
and parents.
Vally goes on to summarize a number of different research findings that
indicate that corporal punishment has few, if any, educational advantages.
Even if you feel inclined to question the research, the question remains:
should professional teachers advocate a practice upon which so much
doubt has been cast?
