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Abstract: This study explored Orphans Rights in accessing the educational support in selected public secondary schools in Lusaka district. The study was guided by qualitative research methodology and case study design under pinned by three objectives namely: (i) describe the awareness of the rights on Educational support by the orphans and teachers, (ii) explore challenges faced by orphans’ in accessing education and (iii) explore strategies that should be put in place in order to allow them have access to education. .Emergent findings indicated that very feel learners were knowledgeable…
Abstract: Human Rights Education (HRE) often forms the cornerstone of addressing human rights issues at the local level where nongovernmental bodies in partnership with human rights agencies deliver various initiatives. Such agencies mostly operate from a neo-colonial framework as addressing structural and political power struggles limits addressing structural transformation for most vulnerable populations. There is a gap in the existing literature about the sense-making of such roles and responsibilities related to a local agency that speaks to active citizenship and youth as agents of…
ABSTRACT
Education is a fundamental and universal basic need for all, especially orphans and vulnerable children in Tanzania. Education imparts knowledge, skills, and competencies to individuals. 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. Data were collected using in-depth interviews, non-participant observation and documentary review. The study involved 102 orphans and vulnerable children aged between 7 and 15 years…
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.
This document is intended to provide concrete advice on how to put the guiding principles common to most child protection actors into practice. Though cultural traditions and customs may require the advice to be adapted to the specific context, the authors believe that the advice provided is grounded in sufficiently broad experience to guide measures that ensure children under five are not separated when this can be avoided, and, if separated, can be reunited with their families as quickly as possible.
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Abstract
Much has been written on the psychosocial support of orphans and vulnerable children (OVC) around the world regarding their well-being. However, there is still a lack of information on the efficacy of the Basic Education Assistance Module (BEAM) both as material and a psychosocial support intervention for OVCs within the rural communities of Zimbabwe. This article is a qualitative phenomenological study seeking to examine the perceptions, views and feelings of the OVC, care-givers and community leaders on their experiences with BEAM as a material and psychosocial support…
This brief reviews alternative care arrangements for unaccompanied and separated children in Uganda, including challenges faced and lessons learned.
Despite having international and national legislative frameworks and policies that guarantee children’s rights and encourage their participation in matters affecting them, consulting children has received scant scholarly attention in the African context. Notwithstanding this state of affairs, it is important to ask whether, in keeping with growing progressive practices, having children as active researchers is a feasible goal to achieve and, if so, how might this be possible. Drawing on Swartz and Nyamnjoh’s framework of research existing along an emancipatory continuum, we argue for…
In 2001 the Republic of Uganda's Ministry of Education and Sports (MoES) issued the Basic Requirements and Minimum Standards Indicators for Education Institutions (BRMS) to schools and other relevant stakeholders to guide the organization and management of educational institutions. However, awareness and compliance by schools are still inadequate. Poor and/or disastrous outcomes and occurrences such as strikes, school fires, internal strife, child abuse, grievances or unresolved conflicts (within schools) and other forms of poor school performance are a clear manifestation of this inadequacy…
In 2013, in collaboration with UNICEF, the government of Rwanda established the Tubarerere Mu Muryango (Let’s Raise Children in Families - TMM) programme to enable the closure of large-scale residential care institutions for children and promote family-based care. The programme aims to build strong systems of protection and care that will have sustainable and wider benefits for children in Rwanda. This case study profiles the reintegration experiences of one child who has participated in TMM. It is based, where possible, on interviews with the child, his or her family, district social worker…