Education Programmes

Education is a fundamental element in the ability of children to meet their developmental potential. It promotes their mental, physical and psychosocial health, and offers a sense of normalcy, even in times of conflict. Schools are ideal for encouraging awareness of issues which place children at risk and increase the likelihood of child separation, such as HIV/AIDS prevention and child abuse.

Teachers themselves can help identify instances of abuse and neglect, and refer families to services that can help prevent family separation. Such awareness raising activities should also complement wider community work projects, in order to maximise their impact.

The type of curriculum and provision should be determined according to the cultural norms, needs of the children, and the available resources. These may vary considerably; for example children who support others and are required to work will need flexible hours for classes or vocational training, while those in a conflict affected area may require full-time education with an emphasis on psychosocial activities.

The literature in this section includes basic education and vocational programmes for children in low resource settings.

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Reflections on human rights education from the orphans and vulnerable children (OVC) sector in Mozambique

Cora Burnett - Cogent Social Sciences, 29 Dec 2020

This paper examines the effects of Human Rights Education (HRE) on youth in the impoverished community of Trevo in Mozambique, particularly orphans and vulnerable youth.

Education Opportunities and Support for Orphans and Vulnerable Children in Bagamoyo District Tanzania

Bertha Erasto Losioki - East African Journal of Education Studies, 14 Dec 2020

This study assessed educational opportunities and the support available to orphans and vulnerable children (OVC) in Bagamoyo District to determine socioeconomic and psychological factors that limit access to education.

Pathways to University - The Journey Through Care: Findings Report Two

Katie Ellis, Claire Johnston, 24 Nov 2020

The authors of this study conducted research with 234 care experienced university students in England and Wales to explore their experiences of the journey through care.

Effect of home environment on academic achievement in child protective service-involved children: Results from the second national survey of child and adolescent well-being study

Jennifer Johnson, Judith L. Perrigo, Alexis Deavenport-Saman, Choo Phei Wee, Karen KayImagawa, David J. Schonfeld, Douglas Vanderbilt - Child Abuse & Neglect, 13 Nov 2020

This study sought to determine whether home environments with higher levels of emotional support and cognitive stimulation predict later academic achievement and whether this relationship is moderated by placement type (i.e. biological/adoptive parent care, kinship care, or non-kinship foster care). This study included 1,206 children from the second U.S. National Survey of Child and Adolescent Well-Being (NSCAW-II) who were involved with Child Protective Services (CPS) between 2–7 years of age.

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Education Outcomes for Looked After Children, 2018-19

Scottish Government, 01 Sep 2020

The annual update on Education Outcomes for Looked After Children covering 2018-19 has been released by Scotland’s Chief Statistician.

Educational trajectories of children in care across the early education and primary school years: A national cohort study in England

Eran P Melkman - American Journal of Orthopsychiatry, 16 Jul 2020

The goals of this article were to (a) examine the changes in educational achievements of children in care from preschool through the end of primary school; (b) identify subgroups exhibiting distinct educational trajectories; and (c) explore key predictive individual, care, and school characteristics.

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Glean lessons learned from foster care support programs to help students succeed after pandemic‐related trauma

Warren Hilton, Susan Mangold, Nicole Generose, Joanna Suriel - Student Affairs Today, 15 Jul 2020

This brief article from Student Affairs Today highlights some of the lessons learned by student affairs professionals regarding foster care support programs at higher education institutions in the United States in light of the COVID-19 crisis.

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Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery

Save the Children International, 13 Jul 2020

New analysis in this global report shows how COVID-19 may impact the funding of education, as well as the countries most at risk of falling behind.

Zimbabwe Education Cluster: Humanitarian Response & COVID-19 Sitrep #6

Zimbabwe Education Cluster (Save the Children & UNICEF), 25 Jun 2020

This brief from the Zimbabwe Education Cluster presents details on the humanitarian needs and response in Zimbabwe due to the COVID-19 crisis, including the acute needs of orphans and vulnerable children, children with disabilities, and others.