EDITORIAL
SCHOOLS AND COMMUNITIES: BUILDING EFFECTIVE PARTNERSHIPS
ARTICLE BY NORMA RUDOLPH (CHILDREN’S INSTITUTE) “
Conditions in homes, schools and communities must be conducive for children’s growth, learning and development. However, in the context of AIDS and persistent inequality in South Africa, deep crisis affects all aspects of children’s lives and creates barriers to meaningful access to education. This calls for concerted action from a wide range of role-players, both within and outside of schools.
In response to the crisis, the Caring Schools Project of the Children’s Institute is developing a capacity-building approach to mobilise partnerships that can support child well-being and improve meaningful access to education.
The Champion for Children’s Handbook: How to build a car- ing school community was developed with the South African Democratic Teachers’ Union, working in four school commu- nities in the Free State and Western Cape. Save the Children UK and the Catholic Institute of Education are key partners currently using the approach in Limpopo and the Free State.
The term ‘school community’ refers to the full range of role- players either living in a specific geographic area or who are responsible for service provision in that area, including gov- ernment institutions and officials, non-government organisa- tions and community structures, faith-based organisations and households.
Drawing on data from the Caring Schools Project and other formal and informal partnerships, including the Caring Schools Network we explore how schools and communities can ei- ther hamper meaningful access to education or work together to ensure that all children thrive and benefit from schooling.
The focus is on:
n How do children’s circumstances hamper meaningful ac- cess to education?
n How can partnership enhance meaningful access? n How can policy and practice build effective partnership? n Why are champions for children important?
” CHAPTER 4 | SCHOOLS AT THE CENTRE OF THE COMMUNITY 83
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