Goal and objectives of the CSTL programme Guiding principles of CSTL

Ms Lomthandazo MavimbelaSenior Programme ManagerEducation Skills Development and Capacity BuildingMobile: +267 743 682 50Email: Imavimbela@SADC.int

Ms Mhle MthimkhuluProgramme DirectorMIET AfricaTel: +27 31 313 3100Mobile: +27 82 959 8253Email: mhle@miet.co.za

SADC REGIONALPROGRAMME

CARE AND SUPPORT FOR TEACHING AND LEARNING

THE NExT PHASE: DECEMbER 2013–NOvEMbER 2018MIET Africa website: www.miet.co.za

For more information on CSTL, contact:

CSTL is guided by the following principles:

• Gender equality

• Rights-based approaches

• Child and youth participation

• Evidence-based programming

• Leadership and good governance

The goal for CSTL (2013–18) is that children and youth in SADC realize their rights to education, to safety and protection and to care and support, through an expanded and strengthened education sector response.

The objectives are

• Systemsstrengthening—to strengthen, expand and sustain their education sector responses of Member States to the prevention, care and support needs of children and youth, especially vulnerable girls

• Improvedcoordinationandintegrationofservices—to support Member States to partner with local services and safety nets that address HIV&AIDS, SRHR and other health needs of children and youth, especially vulnerable girls

• Policyharmonizationandimplementation—to support Member States to advocate for and implement policies and programmes promoting and protecting the rights of vulnerable and marginalized children and youth, as expressed in the Regional Policy Framework on CSTL

Introduction The history of CSTL

In 2003–04, MIET Africa, with support from the Swiss Agency for Development and Cooperation, piloted the Schools as Centres of Care and Support (SCCS) programme in two South African provinces—Eastern Cape and KwaZulu-Natal. Following a positive evaluation, a regional pilot involving Zambia, Swaziland and South Africa was conducted between 2006 and 2008. UNICEF joined as a partner, strengthening the initiative within its Child-Friendly Schools framework.

Successful implementation in these three Member States led to the issuing of a communiqué in 2008 by SADC Ministers of Education, adopting SCCS (taking the name CSTL) for the region and committing Member States to strengthening systems and facilitating schools to becoming centres for the delivery of essential services for children.

In 2009, two new Member States—the Democratic Republic of Congo and Mozambique—were added to those participating directly, although all SADC Member States took part in some of the CSTL activities.

The next phase of CSTL, which commenced in November 2013, will end in October 2018. Two more Member States will join the programme in 2014, bringing the number of Member States receiving intensive support to seven.

The Care and Support for Teaching and Learning Programme (CSTL) is a response by the Southern Africa Development Community (SADC) Ministries of Education to the many issues threatening the provision of quality education for the children of the region. These threats include, but are not limited to, poverty, food insecurity, pandemics such as HIV&AIDS, tuberculosis and malaria, and for some Member States, conflict.

CSTL was developed by the SADC Secretariat, in partnership with MIET Africa, UNESCO and UNICEF. Its aim is to address barriers to teaching and learning by strengthening education systems, thereby facilitating access to a comprehensive range of support services for vulnerable children and youth.

CSTL promotes the following:

• The mainstreaming of protection, care and support services throughout the education system

• Policies and practices that support access, retention and performance

• The strengthening of the curriculum, ensuring that issues of HIV prevention, sexual reproductive health and rights (SRHR), care and support are addressed

• A multisectoral approach, promoting collaborative relationships amongst all role-players

• School-based structures to sustain a caring and supportive learning and teaching environment, including high levels of community involvement

• The identification of vulnerable learners, ensuring their access to support services and ongoing monitoring

• The design of an advocacy strategy, national CSTL model and implementation plans

• The development of materials and tools for implementation

• The strengthening of monitoring, evaluation and reporting for improving and measuring performance

Care and support in the education sector