The CWP work must be ‘useful work’ – work that contributes to the public good or the quality of life. The work done is set out in an operations manual, based on a set of Norms and Standards.(http://www.cogta.gov.za/cwp/index.php/publications/cat_view/34-cwp-resources.html)
Activities at each site are agreed through consultation at community level and vary from site to site. In practice, however, a common set of priorities has emerged around the country, called anchor programmes. Thesefall into five broad categories: agriculture and food security, social and community services, community safety, basic services and maintenance, and education support.
Agriculture and food security
This includes community and household food security, caring for the environment and rehabilitating land and waterways. In many of the deep rural areas, the need for and interest in homestead food gardens is widespread. In almost all areas lack of sufficient water to maintain year-round production is a problem. Various techniques such as water harvesting and conservation are being tested with communities. This includes community education on environmental awareness and preservation.
Social and community services
This includes home-based care for households affected by HIV and AIDS, TB and other illnesses, care of orphans, the elderly, sick people and vulnerable families, distributing food, and assisting people to access documentation and grants.
The CWP also helps to take youth and children off the street through support to Early Childhood Development centres, youth recreation activities, creating public spaces, and awareness-raising work to address problems of alcohol and drug abuse.
Community safety includes involvement in community policing, clearing bushes and long grass in crime hotspots, and addressing dangers to the community.
Basic services and maintenance
This includes general clean-ups, making and maintaining access and secondary roads, constructing and renovating public facilities such as schools and clinics, repairs to water and sanitation facilities, and creating and maintaining community parks.
This includes support to crèches, pre-schools and schools, including teacher assistants, helping with extra-curricular activities such as sports, youth recreation, cooking and distributing food, and school security. Placing unemployed matriculants with teachers in large classes has been particularly successful, with some teacher assistants planning to proceed to formal teacher training.
Sites have, however, also responded to local conditions – and the skills available in the community – to start a range of different innovative activities on their own initiative that complement work in the CWP and often contribute to local economic development.
T I P S G I S M A P P I N G