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Speaker 1: Statistics South Africa has issued their latest child Poverty report

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Speaker 1: looking at data between twenty fifteen and twenty twenty three

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Speaker 1: and unfortunately, school going children between the ages of five

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Speaker 1: and twelve are the highest risk of hunger. Joining me

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Speaker 1: on the line is the Acting Director General for Population

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Speaker 1: and Social Stats at STATS that said, Sally Molay, good

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Speaker 1: afternoon and welcome to the show.

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Speaker 2: Good afternoon, and good afternoon today listeners.

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Speaker 1: What were some of the essential outcomes of the report

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Speaker 1: you're published today.

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Speaker 2: The report was published yesterday and the report looks at

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Speaker 2: the children between zero to seventeen and we are looking

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Speaker 2: at what we call it the multi dimensional poverty as

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Speaker 2: a major You recall that last year we release the

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Speaker 2: report looking at the money metric mean living at the income.

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Speaker 2: So in South Africa we do have different majors in

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Speaker 2: terms of looking at poverty and the multi domasion. It's

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Speaker 2: just one of the majors and the report are dedicated

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Speaker 2: to the ras between jun seventeen and to your point,

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Speaker 2: we are now seeing that although in terms of the

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Speaker 2: poverty there's some changes in terms of competed to pentty

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Speaker 2: fifteen two three with the three percentage point, but the

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Speaker 2: proportions for those, especially in the rural provinces and in

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Speaker 2: the rural areas, they are still high compared with those

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Speaker 2: are the areas.

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Speaker 1: And unfortunately, depending on location where your geography is, as

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Speaker 1: you are alluding to, and sadly with that comes raised

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Speaker 1: that determines what level of multi dimensional poverty you're exposed to.

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Speaker 2: Indeed, indeed, and the report we even gold fed and

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Speaker 2: even say that even you look at it to what

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Speaker 2: are the drivers, because I think the drivers are key,

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Speaker 2: because you have to have a betterness send this. So

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Speaker 2: we have what we call it seven dimensions, and we

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Speaker 2: have seen that out of all the children between hundred

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Speaker 2: and seventeens, out of the seventh dimension, at least four

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Speaker 2: of the dimension their multi damene, the multi photos and

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Speaker 2: the ones that are quite the high in terms of ranking.

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Speaker 2: One is education, and under education we are referring to

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Speaker 2: issues around the distance where the school is, the facilities,

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Speaker 2: and also we're talking about whether the child is actually

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Speaker 2: completed the grade that's required for ease of age. And

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Speaker 2: the other issue is the issue of service delivery, where

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Speaker 2: you're talking about the water sanitation. Because it's the multi dimension,

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Speaker 2: you're just only looking at the one lens you're also

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Speaker 2: looking at the child three different lenses, including the service delivery,

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Speaker 2: and the third one which is also at the top,

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Speaker 2: is the issues of health, which is also talking about

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Speaker 2: the distance to the health center, especially for those between

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Speaker 2: zero and four.

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Speaker 1: The other dimensions are nutrition protection information in addition to health, education,

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Speaker 1: water and sanitation, as well as housing. I mean at

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Speaker 1: seventy four percent for education, those are adolescents between thirteen

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Speaker 1: and seventeen who face the highest deprivation in education. That's worrying,

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Speaker 1: isn't it.

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Speaker 2: And again you also need to put it in context

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Speaker 2: because these are the primary age schooling kids. So these

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Speaker 2: are the ones that in the next five years or

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Speaker 2: so they'll be entering your secondary education and at some

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Speaker 2: point they will be entering the labor force looking for

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Speaker 2: four works. So that is a critical age between five

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Speaker 2: and twelve, because that's the foundational layer of our education.

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Speaker 2: So and again you see that issues around the facilities

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Speaker 2: of a school, and here we need to get the

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Speaker 2: facilities of school. You're talking about the running oat, the

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Speaker 2: chilette facilities and other facilities that has to go with

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Speaker 2: the school. And you're seeing that our young ones who

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Speaker 2: are between five and tralve especially base are inbu bum

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Speaker 2: Langa and the other problems like is stent cake. They

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Speaker 2: are the ones who have a higher poverty rates.

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Speaker 1: Do interventions such as welfare grants that the government has

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Speaker 1: made available help in any way cushion the impact of

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Speaker 1: this multi dimensional poverty on these young people.

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Speaker 2: So when you look at the report that you released December,

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Speaker 2: what do analysis that we did is that we looked

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Speaker 2: at an impact of a grant on those who are

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Speaker 2: classified at foot for poverty poor and we saw that

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Speaker 2: the income is a social ground. Is an income come

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Speaker 2: into a household, we become a social protection effectimate for

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Speaker 2: those particular household because when you remove the grant, the

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Speaker 2: number of household with children also it goes up to

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Speaker 2: even a double numbers that presents about we said about

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Speaker 2: tempo tramp tramp tempoint formula, people are below the full

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Speaker 2: poverty life. So grant we play a role as a

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Speaker 2: income as a safety made within the household. And indeed,

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Speaker 2: if we didn't have a grand, I think we were

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Speaker 2: going to see a little bit of higher numbers compared

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Speaker 2: to what we were seeing. Because while we have done

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Speaker 2: it also in the report, we have overlaid the multi

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Speaker 2: dimensional poverty major with the money matris to see whether

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Speaker 2: those are overlapping between meaning if you are poor at

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Speaker 2: the same time, you're also multi dimensional poor. And again

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Speaker 2: you seem that the young ones, especially serving and similar

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Speaker 2: patron in terms of the profile the rural areas and

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Speaker 2: the rural provinces, they are the ones that both majors.

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Speaker 2: Whether you use at many matrix or whether use a

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Speaker 2: multiple missioner, you find that they're the ones who are

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Speaker 2: the whoors who are actually suffering and actually getting the

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Speaker 2: brand of the poverty in certafic.

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Speaker 1: You would think that in order for us to I

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Speaker 1: suppose end the poverty cycle for some of the families,

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Speaker 1: that education would be an essential tool right in getting

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Speaker 1: those those children out of it. The data that you provide,

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Speaker 1: I hope influences policy decisions that are then taken by Parliament,

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Speaker 1: for example in terms of designing programs that will look

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Speaker 1: to have a positive impact as far as interventions that

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Speaker 1: they are bringing as solutions.

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Speaker 2: Indeed, because our work is at or Stratians or any

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Speaker 2: statistical agency to make sure that policy makers they have

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Speaker 2: this tool and s side that we are releasing not

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Speaker 2: just one major, but different majors because we need to

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Speaker 2: help the policymakers to look at provertycause provity is quite

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Speaker 2: a complex phenomenal to major in South Africa because of

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Speaker 2: equals different layer. So we are having workshops with different

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Speaker 2: departments as now that we have on the public where

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Speaker 2: we are going to sit down. We are also going

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Speaker 2: to be invited into Parliament and also share certain numbers

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Speaker 2: because the other thing that you also probably willed to

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Speaker 2: share with the listeners that the build pat SPG and

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Speaker 2: the mdp our it is to have proverty I have.

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Speaker 2: So we really needed to find a way how we

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Speaker 2: deal with the man areas where the poverty layers are.

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Speaker 2: Also in the issues of education agree, we are also

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Speaker 2: peeping up from also from the laver force of the way.

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Speaker 2: We are seeing that those were just matrieved there amblement

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Speaker 2: is quite high compared to those that are having graduate

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Speaker 2: So not only about just finishing the secondary qualification pattern

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Speaker 2: is also you're getting absorbed into the economy and eventually

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Speaker 2: have the chance of getting income and then it will

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Speaker 2: be able to assist you in the household, so that

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Speaker 2: we are able to see the emprovement in terms of

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Speaker 2: this poverty number.

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Speaker 1: Yeah, it's not a good read at all salid but

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Speaker 1: important to have the conversation. Thank you very much for

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Speaker 1: affording us your time today. Solimolai is the Acting Deputy

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Speaker 1: Director General for Population and Social Status at STATS. Essay

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Speaker 1: reflecting on the latest report, unfortunately painting a bleak picture

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Speaker 1: still as far as multi dimensional poverty is concerned affecting

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Speaker 1: children at the data looking at twenty fifteen to twenty

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Speaker 1: twenty three