5.2 Presentation and discussion of data
5.2.4 Collaboration with other stakeholders in implementing Inclusive Education policy
5.2.4.1 Strengthening interdepartmental collaboration
Collaboration is one of strategies to enhance the implementation of the policy. This calls for different stakeholders taking part in the implementation of it (Mambo, 2011). Mahlo (2011) supported stating that the success of the policy was where the school climate, culture and the collaboration of all role players within the school community are established. SMTs and teachers voiced out the need to strengthen collaboration with other government departments.
When these people work together, the policy will be a success. Government departments like Department of health, SAPS, DSD and others are needed. All participants in the study unanimously agreed that collaboration of these departments is important for the implementation of policy.
Ms Dawn Principal of Lilly Rose Primary mentioned the working together of these people making difference at school. When asked about support structures that supports them as a school, she echoed:
96 Understanding that we have trained staff in the Department of Education district office, it is their duty to support schools. Beside the support from the district office staff, we have other government departments that we work with. To mention the few, we have Department of Health where we refer learners for psychological and health support. The Department of Social Development assist the school in getting birth certificates for learners to access social grant. We are supported by SAPS for awareness on drug abuse and crime (Ms Dawn, Principal of Lilly Rose Primary School).
The support given to the schools contributed in making the implementation the policy a success. The support structures mentioned by the principal of Lilly Rose Primary School were the structures that were also mentioned by Impala Primary School principal since the schools operated under the same district. Impala Primary School principal highlighted the importance of collaboration of schools with other government departments. This is what she mentioned:
Having been in this school for sometimes, I have met different government and non- government structures that supported our school in different ways. For instance, we have the Department of Health. There is a clinic near our school. We take our learners to the clinic when they are sick and sometimes, we organise with them to come to school for awareness. We also have the Department of Social Development where our learners are assisted in getting birth certificates to access social grant. The South African Police Services support us as a school in teaching our learners about substance abuse and crime. Few months ago, they were also making awareness on human trafficking (Ms Judith, Principal of Impala Primary School).
All three participating school principals shared similar understandings that collaboration as government departments made the implementation of the policy a success. This view came to the fore when another principal also commented that as a school they were also supported by various government‟ s departments such the Department of Education, The Department of Social Development; the Department of Police Services and others. This support was seen to
97 be making a difference in their school. Most learners were receiving social support in the form of, for example, social grant through (DSD); for health related problems they attended a local hospital and clinics around the area (DOH) and in fighting crime they worked with the Department of Police (SAPS). This is what the principal had to say:
We work with different government structures in our school. For example, Subject advisors from the Department of Education (District Office) visit our school and support us in our teaching. Teachers are equipped with strategies on dealing with learners who have challenges on learning. The Department of Health make awareness at school and come for learner vaccination which help in learners’ health conditions. We have NGOs that support learners who are orphans and vulnerable.
They workshop them and have school uniform provided and some food parcels. Our school is linked with SAPS. They come to school for awareness on teenage pregnancy, drug abuse and crime (Mr King, Principal of Lwandle Primary School).
Views expressed in the discussion emphasised the need for collaboration of various departments for the success of the policy. For instance, the HODs highlighted that they needed to have professionals where, for instance, they refer some cases to. These specialists included psychologists, social workers and policemen and women. This is what one HOD said in this regard:
I do not have a reliable social worker who attends to such cases; there is no psychologist, no policeman and no social worker to attend to cases I as a teacher cannot handle, I need to refer them to professionals (Ms Amazon, HOD from Lilly Rose Primary School).
The comments above reflected the frustration and helplessness of the SMTs and teachers in fulfilling their work because it was not always possible to get appropriate support services from the other departments. Porter and Stone (1997) argue that to have the policy implemented, teachers need to be supported in the development of new and effective
98 practices. This can be done by using other teachers supporting one another. This teacher needs to have time to support teachers at school and sometimes support even neighbouring schools on inclusive practices. It is for that reason that the teacher in the study commented saying:
I work with the District Office staff to facilitate these issues in the circuit. I get training on monthly basis especially on diagnostic assessment, learning styles inventories, behaviour management and literacy development. This assists me with information that I share with other teachers. Through this process, I am able to assist my school teachers and again our neighbouring schools. I discuss with them SIAS pack where strategies are discussed. I support them in lesson planning which is inclusive (Ms Ant, teacher from Impala Primary School).
Support given to the schools by different departments was valued by the schools and was found to be of benefit to them. Stofile (2008) concurs with this view and argues that the formation of local coalitions of those affected by the policy is the most crucial elements during implementation. In the study, different government departments and schools appeared to be working together which was consistent with is argued in the literature. Studies conducted also assert that strong support at all levels of the Department of Education is the key strategy to the successful implementation of the policy (Department of Education, 1997;
2001; 2005b; Hay, 2003; UNESCO, 1999).
The SMTs and the teachers indicated that there were some problems such as learners who needed medical care, some abused, violence and rape, which they were unable to solve but required someone with the relevant skills and competencies. This was mentioned by Ms Elephant, the HOD from Impala Primary School. This is what she had to say:
Our learners come to school and report cases like rape, abuse at home and learners that need medical care. We as teachers do not have knowledge on these cases; we then get help by referring them to departments concern.
99 This was confirmed by Van Zyl (2012) by saying that when schools and other departments work together, there is a possibility to have the policy implemented. Each department is easily accessible when the need arise.