SCHOOL SPORT

1. SCHOOL SPORT PRESENTATION TO PORTFOLIO COMMITTEE 04 MAY 2010

2. SRSA Mandate • To create an enabling environment to ensure that as many South Africans as possible have access to sport and recreation activities, especially those from disadvantaged communities. • SRSA coordinates, supports, funds, monitors and reports on mass based school sport activities and national school sport competitions. SRSA views school sport as an effective vehicle to achieve the following Impact/Outcomes: • Facilitate talent identification • Promote athlete retention • Vehicle for mass participation • Facilitate transformation • Promote social cohesion • Be a feeder system to NF’s • Promote inclusion – disability, women, rural • Healthy lifestyles • Skills promotion through capacity building • Address social ills • Nation Building

3. The Collaboration Agreement, 2005 prescribed the following model which no longer finds agreement amongst the relevant stakeholders.

4. Participation in National/Regional( COSSASA) competitive events. Talent identification and development for learners who display different levels of skills and ability in a particular sporting discipline as presented in an age specific context. • SRSA funds, coordinates and hosts • The figures provided are for both primary and secondary elite athletes that were provided with the opportunity to participate nationally and regionally • In 2009, the Summer Games were cancelled as information from provinces was not forwarded in time to concluded procurement. • The scheduling of the Summer Games must be reviewed to accommodate school exams and closure of service providers by mid December.

5. The SRSA School Sport Mass Participation Programme • Launched in 2006 with the specific aim of delivering sport to seriously disadvantaged schools largely in rural areas. • To date more than 4000 schools in 9 provinces have been included in the programme. Schools however, have to take ownership for the growth and development of the programme once the grant has ended. This is a challenge for many schools that do not have the financial and material resources to sustain the programme. • SSMPP focuses on 6 codes of sport: Athletics. Netball, Volleyball, Cricket, Rugby, Soccer.

6. SOCIO-ECONOMIC PROFILE: SCHOOLS (2008 SSMPP Baseline Study – University of Johannesburg)

7. The Model of Delivery- SSMPP • Grant from Treasury to SRSA • Funds transferred to provinces • Provinces develop Business plans • Monthly and quarterly reports to SRSA and Treasury • SRSA conducts monitoring and evaluations visits to provinces quarterly

8. Schools in the SSMPP receive • Sport equipment • Attire • Coaching programmes • A Sports Assistant to facilitate the sports programme within the school and • A Cluster Coordinator to manage the league programme for schools in the cluster

9. Sports Assistants and Cluster Coordinators

10. School Sport Mass Participation Statistics Through the MPP grant the following numbers of schools and learners are participating in organised training and league matches. Many of these athletes are now participating in competitive tournaments at National level. The figures demonstrate that with support in initiating sport programmes in schools the numbers of learners that do participate in mass based sporting activities increases by more than 100% per year.

11. BENEFITS of SSMPP • Opportunities to participate in different codes of sport. • Schools receive equipment in the identified codes of sport. • Intra-cluster and inter-cluster festivals –( these are now replaced by the inter school leagues. • Improved health • Recognition of school in the programme (demands for enrolment) and individual (local media) • New sporting culture within the school • Career opportunities – Sports Assistants and cluster coordinators – many have gained permanent employment further to their contract work.

12. Coach Education Training • Where the figures are the same training has taken place simultaneously. • Sports Assistants and Cluster Coordinators are trained annually in event management, sports administration, first aid, HIV.

15. National Monitoring of SSMPP • Monitoring and Evaluation is conducted as per the grant framework. • SRSA officials undertake visits to 5 schools per province per quarter. • 180 school visits were completed in the last financial year for the first time since the beginning of the programme. • Reports of visits are submitted to provinces with recommendations for remedial measures. • A monthly meeting of provincial programme coordinators is held where reports on the implementation of business plans are tabled. • Monthly statistics are submitted to the national office in line with targets set in business plans for consolidation and submission to Treasury.

16. My 2010 School Adventure • This programme was launched in 2008 as a partnership between DoBE, SRSA and the 2010 FIFA LOC to provide learners in schools with the opportunity to participate in Africa’s great event. • SRSA through the Mass participation Legacy programme supported the delivery of the 2009 Schools Confederation Cup championships at provincial and national levels. • This year for the 2010 Schools Championships SRSA is again supporting the Provincial and National events together with the partners in the programme.

17. The discussion on school sport has been ongoing even before the dissolution of the United Schools Sports Association of South Africa with specific challenges around ownership and the role of stakeholders in school sport. The Framework for Collaboration: Coordination and management of school sport in public and ordinary schools was signed by the Ministers of Education and Sport on 17 March 2005. Framework for Collaboration 2005

18. Framework for Collaboration 2005 • In the collaboration document DoBE and SRSA acknowledged that there were a number of factors at the time that impeded progress in school sport: • The lack of participation of educators and learners in PE/Human Movement, extra mural, recreational and competitive programmes especially in ordinary public schools situated in townships, rural areas, informal settlements and farms, • The constraints related to the provision and capacity of educators involved in both curricular and enrichment programmes • Insufficient financial resources, inappropriate or lack of facilities and equipment

19. CHALLENGES • There is no actual school sport coordinating structure in place to ensure that learners from ordinary public schools situated in townships, rural areas, informal settlements and farms have access to sport. The responsible department for this is DoBE as the structure should comprise serving educators. • By contrast, the best performing schools have teachers assigned to run sport as well the facilities and resources necessary to sustain and grow participation in sport. • Access to learners and educators and the alignment of league and competitive schedules is dependent on cooperation between DoBE, SRSA and Federations. In the absence of a regulatory framework this differs amongst provinces.

20. Current Status • The following documents have been developed through intensive consultations with DoBE, SRSA, Provincial departments of Education and Sport. • Draft School Sport Policy • Draft Framework for a School Sport Structure • Draft Calendar of Events • This draft policy seeks to place school sport in the hands of teachers who work directly with Sport Federations . • Proper structures at school and different spheres of government have to be established to facilitate access to all schools, educators and learners.

21. Current Status • The draft documents have been shared with key stakeholders in school sport: SASCOC, Federations, School Governing Bodies and Teacher Unions. • The documents were tabled at the last TechMinMec with a request for written comments from Provinces.

22. Scope of the draft school sport policy: It is envisaged that: • The school sport policy will apply to all schools in the Republic of South Africa governed by the South African Schools Act 84 of 1996. • The purpose of a policy is to regulate the delivery of school sport for all learners, irrespective of ability, across all schools in an age-appropriate and/or grade appropriate way, based on the principle of equity and access. • The DoBE, SRSA, government sectors, recognised implementation agencies and relevant partners delivering school sport should adhere to the policy.

23. To organize an inclusive and integrated school sport programme that emanates from Physical Education. To offer school sport programmes to all learners, irrespective of ability and to promote healthy life-practices, mutual respect and career opportunities. To promote sport through education and education through sport. To mobilize communities to strengthen the culture of learning and teaching in schools through their direct involvement in school sport activities. To promote school enrichment programs, through educational, recreational, based recreational and extramural school sport activities. The purpose of a regulatory framework is :

24. The purpose of a regulatory framework is : • To promote participation and development of basic skills in different sport in primary schools by all learners. • To create access to mass participation, competitive and high performance sport through the provision of talent identification opportunities. • To ensure the application of a good code of conduct. • To ensure the functionality of school sport codes. • To establish and foster links between schools and community sport clubs. • To infuse social awareness messages and/or strategies with all relevant school sport • activities.

25. GOVERNANCE AND CUSTODIANSHIP OF SCHOOL SPORT • Chapter 1 subsection 2. (1) of SASA (South African Schools’ Act), 1996 and • 8.1 of the Framework for collaboration between DoE and SRSA and • section 1 (preamble) of the National Sport andRecreation Amendment Act of 2007, which seeks to address the inequalities in sport and recreation in the Republic of South Africa, imply that • the governance of school sport is a responsibility of the DBE and SRSA being responsible for giving logistical support to school sport programmes at provincial and national levels. SRSA will be responsible for the technical development of school codes, sports science and talent identification and development within codes with the support of federations

26. Draft Policy: Roles and Responsibilities The draft school sport policy aims to clarify the roles and responsibilities of the key role players in schools sport: PED’S – Provincial Departments of Education PDSR’s – Provincial Departments of Sport SASSO – South African School Sports Organisation SSC’s – School port Codes NACOC – National Cordinating committee

27. PED’s and PDSR’s • Jointly: • Ensure implementation of intra-school, inter-school, extra-curricular, extra-mural and co-curricular activities; • Coordinate selections/trials; • Ensure implementation of school sport activities at all relevant levels; • Support, monitor, evaluate, report and review all school sport activities; • Support the school sport organisations; • Implement relevant school enrichment programmes / school sport mass participation programmes;

28. PED’s and PDSR’s • Capacitate teachers involved in school sport; • Initiate and support talent identification, development and life skills programs and events at relevant levels level; • Provide access to coach education, sports administration and technical officiating training for educators and volunteers; • Support all high performing athletes at relevant levels; • Represent provincial government on the NACOC for School Sport.

29. DoBE and SRSA • Jointly: • Facilitate the development of a national school sport calendar with the national school sport organisation, including the printing and distribution thereof; • Assist with the development of school sport infrastructure; • Facilitate the collaboration between national school sport code committees and federations; • Ensure successful implementation of intra-school, inter-school, extra-curricular, extra-mural and co-curricular activities; • Coordinate national events with the National School Sport Organisation;

30. DoBE and SRSA • Facilitate the development and implementation of the school sport policy on an ongoing basis; • Support, monitor, evaluate, report and review school sport activities; • Facilitate the establishment, support and monitoring of school sport structures; • Promote the professional development of educators in sport; • Fund school sport and capacity building programmes; • Facilitate and support talent identification, recruitment, development and introduce life skill programs and events for high performing athletes at provincial and national levels;

31. DoBE and SRSA • Ensure that NF’s will support school sport structures to plan, manage and coordinate sport activities for all learners across the country; • Co-ordinate all national school sport events; • Develop an annual schedule of training and events; • Plan, fund, support, monitor, report and review on school sport activities at provincial, national and international levels; and • Represent national government on the NACOC for School Sport.

32. SASSO: Codes • Seek associate membership with NFs; • Conduct elections once every two years; • SASSO: Codes will have representation at National and NF level; and • Represent codes on the NACOC for School Sport.

33. NATIONAL FEDERATIONS • Provide assistance and support to relevant SSCs. • Represent themselves on SASCOC, who in turn must represent the NFs on the NACOC for School Sport.

34. SA SCHOOL SPORTS ORGANISATION • Draft a national school sport calendar and submit to NACOC for ratification; • Coordinate activities of SASSO: Codes and PSSOs; • Implementation of school sport activities; • Affiliate to international school sport organisations/ federations recognised by and through NACOC ; Source funding to supplement school sport activities. • Represent itself and its affiliates on the NACOC for School Sport.

35. NACOC • NACOC is the School Sport Governing Body and its roles and responsibilities include: oversight, monitoring and evaluation; • NACOC is the highest decision making body of School Sport in South Africa;

36. NACOC • The members of NACOC are: • DoBE: Enablers of School Sport • PEDs: Enablers of School Sport • PSRDs: Enablers of School Sport • SASCOC: National custodians of sport • SASSO: Implementers of School Sport • SASSO – Codes: Implementers of School Sport • SGBs: Monitors and Evaluators of their constituents within a School Sport context; • SRSA: Enablers of School Sport • Teacher Unions: Monitors and Evaluators of their constituents within a School Sport context.

37. FUNDING Nationally, the relevant departments shall jointly subsidise the SASSO and SASSO: Codes, as well as participation at national and international levels; • Jointly the relevant departments will subsidise: • Talent identification and development of high performing athletes at national level; • Coach education, sport administration, technical officiating and training programs for educators; and • Operational costs of the SASSO and its structures.

38. FUNDING Provincially, the relevant departments shall jointly subsidise the PROSSO and PROSSO: Codes • Jointly the relevant departments will subsidise: • Talent identification and development of high performing athletes at national level; • Coach education, sport administration, technical officiating and training programs for educators; and • Operational costs of the PROSSO and its structures.

39. FUNDING • Where NF’s and SASSO: Codes have funding for school sport, this must complement the school sport programme. • Funding is guided by the approved national school sport calendar. • Where sponsorship is involved, the SASSO, together with sponsors, will use existing policy / protocol on branding for the school sport activities as outlined in the programme of action. • The SASSO is to source its own funds; however, income generated from schools, parents and/or learners will be determined and monitored by NACOC.

40. THANK YOU