Special issue: CSTL in Sub-Saharan Africa
| dc.contributor.author | Pather, Sulochini | |
| dc.contributor.author | Msiza, Vusi | |
| dc.contributor.author | Pillay, Jace | |
| dc.date.accessioned | 2025-10-13T07:58:50Z | |
| dc.date.available | 2025-10-13T07:58:50Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | This special issue is overdue, given the adoption of the CSTL framework (CSTL Regional Steering Committee 2015) in the SADC region since 2008. Many questions have been asked about the extent to which the CSTL framework has been successful in engendering a strong system of care and support for learners in schools. We begin by providing an oversight of CSTL, when and why it was adopted in the Southern African Development Community (SADC) region and what it hopes to achieve in the development of inclusive schools. We then provide an overview of the 6 articles included in this special issue. The care and support for Teaching and Learning (CSTL) framework emerged as a response to the complex barriers preventing vulnerable children in South Africa from accessing quality education which is a crucial to SDG 4. Despite several policy reforms since post- 1994, vulnerable children across the country face challenges in accessing, completing and succeeding in education. In 2008, the CSTL framework was formally adopted by 14 Southern African Development Community (SADC) member states and subsequently launched in 2010 at the SADC Education ministers’ meeting. CSTL was developed to provide a comprehensive, overarching structure to coordinate implementation efforts, enabling the delivery of integrated care and support in schools under the leadership of the Department of Basic Education. The main aim of the CSTL framework is to create schools that function as inclusive centres of care, learning and support. The intention is to strengthen protective factors in schools to promote children’s well-being and reduce risk factors. CSTL aims to create, amongst others, schools that build on the strengths of learners and educators and have appropriate infrastructure with good water and sanitation. It also aims to create safe, supportive schools, primarily through a range of services that are discrimination-free, involve parents and caregivers, and work through partnerships with multiple stakeholders. | |
| dc.identifier.citation | Pather, S., Msiza, V. and Pillay, J., 2025. CSTL in Sub-Saharan Africa. International Journal of Inclusive Education, 29(9), pp.1467-1469. | |
| dc.identifier.uri | https://doi.org/10.1080/13603116.2025.2523087 | |
| dc.identifier.uri | https://hdl.handle.net/10566/21068 | |
| dc.language.iso | en | |
| dc.publisher | Routledge | |
| dc.subject | Regional Steering Committee | |
| dc.subject | Teaching and Learning | |
| dc.subject | Department of Basic Education | |
| dc.subject | Water and Sanitation | |
| dc.subject | CSTL | |
| dc.title | Special issue: CSTL in Sub-Saharan Africa | |
| dc.type | Article |