MEC for Education Cameron Dugmore's Address to WC Forum for Inclusive Education | Western Cape Government

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MEC for Education Cameron Dugmore's Address to WC Forum for Inclusive Education

13 September 2004
Annual General Meeting of the Western Cape Forum for Inclusive Education

Tuesday 14 September 2004, 15h30 - Claremont

Chairperson, ladies and gentleman

My sincere thanks to you for inviting me to this meeting of the Western Cape Forum for Inclusive Education and for your kind words of welcome.

It is a pleasure and a privilege to be asked to share a few thoughts with you on my vision for education in the Western Cape, with special emphasis on inclusive education.

On 14 April 2004 the people of the Western Cape gave the government a mandate to develop and grow this province. In return, the new government has demonstrated its commitment to a better life for all of us.

Central to the vision of our new provincial government, is building this province as a Home for All. The strategy we have adopted to build this, we refer to as Ikapa Elihlumayo - which means "Growing and Sharing the Cape".

Education will play a crucial role in this growth. Education is crucial in providing the knowledge, skills and values for iKapa Elihlumayo.

We must ensure that every learner acquires the knowledge, skills and values needed, not only to lead a fulfilling life, but also to contribute to the development of this province and the country.

With the shift in political power in this province, people have great expectations and new hope for the future. We cannot, may not and will not fail them. Indeed, we are confident that the next five years will be the best for education yet - for all learners, whether in mainstream or in special schools. We are passionate about supporting every EMDC, school, staff member, learner and parent in our province and we will work hard at it.

I am in particular committed to making a real difference in the lives of all learners experiencing barriers to learning. There are just too many of these learners in this province and we need to reduce their numbers. To achieve this we need dedication to a transformation rooted in inclusive education.

Based on the constitution of our country, the Disability Rights Charter of South Africa, the SA Schools Act and Education White Paper 6, inclusive education is focused on human rights and social justice for all learners, equal access to education, support for all learners experiencing barriers to learning, and community responsiveness.

In South Africa, inclusive education can be equated with education for all in a single, integrated, inclusive, education system where mainstream and special schools do not function as separate entities, but as equal partners in a single inclusive setting.

I wish to state very clearly that inclusive education in South Africa does not imply mainstream dumping or the closure of existing special schools. Within the South African context, inclusive education means: equality education, appropriate support and an accessible curriculum which meets the learning and developmental needs of all learners in an equitable and flexible manner. In South Africa, inclusive education is a tool in the hands of our educators to transform this country.

The implementation of the principles of an inclusive education system includes the reducing of barriers to learning. By implementing such a system, all learners will be placed in a position to access the curriculum, participate actively in the education process, and demonstrate their competence in a manner that is most appropriate to their abilities, despite the barriers to learning they may experience.

The aim of the Western Cape Education Department is to support all learners according to their educational needs. The intensity of the support that will be rendered will be determined by the nature of the barriers to learning experienced and will be classified as low-, moderate- or high-level support. High-level support will mainly be provided in special schools, whilst moderate- and low-level support will be provided in full-service and ordinary mainstream schools.

We need to be realistic and acknowledge that, whilst some people are enthusiastic about inclusive education, others see it as a threat - possibly because they are ill informed about it and still see it as mainstreaming of disabled learners. It is, therefore, essential that parents and other role-players should be well informed about what inclusive education means, what it implies and how it will be implemented.

In the Western Cape we are already creating the infrastructure needed for the South African version of inclusive education. It is in line with Education White Paper 6 and entails the following:

  • The development of district support teams at various levels, for example, at EMDC level and circuit level
  • The strengthening of and conversion of existing special schools into resource centres
  • The conversion of a number of mainstream schools into full service schools to serve as models according to which all mainstream schools eventually need to be developed
  • The development of education support teams at all schools
  • Ensuring that every school governing body has a member responsible for learners experiencing barriers to learning
  • Establishing a governing body subcommittee that will serve as a monitor to ensure that the school is inclusive
  • The establishing of support networks, including other state departments, the universities and NGO's like yourselves

Besides these matters I have just mentioned, the following will also be addressed:

  • The reviewing of existing policies and legislation for general, further and higher education and training in order to establish whether these are consistent with the Constitution and the policy declared in Education White Paper 6
  • The need for information and advocacy campaigns to communicate the policy framework, rights, responsibilities and obligations contained in Education White Paper 6, so as to increase public awareness and to ensure that every educator, lecturer, parent, caregiver and community member understands his or her role, rights and responsibilities in respect of inclusive education
  • The holistic upgrading and development of centres of learning to ensure accessible buildings and a learning environment free from physical barriers
  • Ensuring that maximum use is made of existing physical resources, for example, space for vocational training in existing workshops
  • The providing of effective development and learning programmes for educators, support personnel and other staff to ensure a flexible, accessible curriculum for all learners
  • The fostering of an integrated support through inter-sectoral collaboration and a community-based support system
  • Ensuring that members of advisory bodies are informed and have the appropriate expertise and representation to advise me, as MEC, and the other members of the Provincial Executive Council responsible for Education on the goals and priorities for the successful establishment of an effective inclusive education and training system
  • The training and re-orientation of all educators in collaboration with the EMDC's in the principles and practices of inclusive education
  • Providing a network of support to mainstream schools in collaboration with other support structures
  • Providing curriculum support that will include assessment, specialised teaching methodologies and guidance in the use of specialised equipment to educators and learners on a multi-functional basis and as part of the EMDC support structures
  • The finalisation of a framework for identifying and addressing the diversity of the educational needs of learners.

The WCED is determined to implement inclusive education. However, it will be implemented gradually, with careful consideration and planning of each new step. As indicated by Education White Paper 6, inclusive education is to be rolled out over a period of 20 years, starting officially this year. The field testing phase that will start this year, during which and from which we must learn best practices, will be very important.

The field testing exercise should, however, not delay the implementation of inclusive education in this province. For this reason we have expanded the field testing this year to all seven EMDC's and at least 14 special schools will be transformed into resource centres and 14 mainstream schools will be developed as full-service schools.

Although we will focus our development on these 28 schools, we will start, simultaneously, with the gradual transformation of all special schools into resource centres and mainstream schools into full-service schools. In fact, the WCED has, over the past five years, already been involved in creating the infrastructure required for inclusive education.

Special schools will have a pivotal role in implementing inclusive education and will, therefore, be strengthened to serve as both resource centres and schools, which will accommodate those learners with barriers to learning who need intensive support.

The key function of special schools as resource centres will be to provide physical resources, specialised material and professional support to all concerned - including full-service schools and other mainstream schools. The support staff of special schools will be integrated into that of the district-based support teams at EMDC level. The special school as resource centre will thus function as part of the EMDC's multi-functional service delivery team.

It seems that there are people who are concerned that the full-service school may become just another type of special school and a dumping ground for learners from surrounding school who are experiencing barriers to learning. This is definitely not our intention.

I wish to re-iterate that full-service schools will be developed as model inclusive mainstream schools. We will therefore not label these schools "full-service schools".

Remember also that there are already, by default, in most ordinary schools quite a number of learners experiencing barriers to learning who will need either low-level or moderate-level support. The intention is, therefore, to eventually develop all schools so that they can effectively accommodate learners that need no additional learning support, those that need low-level support and those needing moderate-level support. The support that will be rendered will be mainly in the form of curriculum support.

The conversion of schools into resource centres and full service schools is in accordance with the Whole School Development Policy as set out in Government Gazette No. 22512 of 26 July 2001, and will be implemented as part of the School Development Plan, with the focus on those facets that will enhance teaching and learning, inclusive of all curricular needs.

It is also important to note that we will not necessarily receive more funds for the implementation of inclusive education. Instead, it will be expected of us to utilise existing resources available for specialised education in a more economical, productive and effective manner. That will be quite a challenge and will demand much creativity.

A new funding formula for inclusive education, as well as new staffing norms, is currently being developed by national work groups. Although it is still early days, it seems that funds will, in future, follow support programmes and that support staff may receive new job descriptions. The national field testing of inclusive education will, nevertheless, be funded by the national Department of Education through a conditional grant.

It is crucial to note that inclusive education in South Africa is, to a large extent, about curriculum access. The successful implementation of inclusive education will, therefore, depend on our micro-level curriculum development knowledge and skills. Consequently, we need, firstly, to support ordinary class teachers to effectively develop learning programmes and lessons plans.

If we dont do this, the curriculum may become a learning barrier in itself (if it is not already the case) and the number of learners who need support will keep on increasing to a point where we will not be able to provide effective support.

Secondly, we will have to adapt the curriculum so that it meets, in a flexible manner, the diverse needs of learners experiencing barriers to learning.

Finally, we will, within current curriculum policy, have to develop learning programmes that are of a more practical than theoretical nature for those learners who cannot obtain the GETC in an academic manner. If we do not do this, the already alarmingly high dropout rate in our schools will keep on increasing - and I am sure you realise what the social consequences will be.

So, if we wish to implement inclusive education successfully in South Africa, we will have to take curriculum development much more seriously.

I am sure that you would have realised by now that extensive training will be needed if we are to implement inclusive education effectively. We will, therefore, continue with the training of all relevant staff. In this regard the Cape Teachers Institute will play an important role.

You will, no doubt, have also realised that it will be impossible for the WCED to successfully implement inclusive education on its own. We will need all the resources available. One such a resource is the Forum for Inclusive Education and I feel sure that we will be able to count on you.

Thank you very much for what you have already done for learners and parents in this province. We are looking forward to the continuation of our extremely productive collaboration.

I trust that this transformation process will draw the widest support for the ideal to which it is pledged. Your presence here today is an indication of your seriousness and dedication to building "a learning home for all our children" in the Western Cape. It is people like you who will make it possible for ukwenza iKapa lihlume, for the Cape to grow.

For this I thank you.

For enquiries, contact Gert Witbooi: 082 577 6551, or gwitbooi@pgwc.gov.za

Gert Witbooi
Media Liaison Officer
Office of the MEC for Education
Western Cape
Tel: 021 467 2523
Fax: 021 425 5689
Visit our website: http://wced.wcape.gov.za

The Western Cape - A Home for All
INtshona Koloni - iKhaya loMntu wonke
Die Wes-Kaap - 'n Tuiste vir Almal

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