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This webinar explored the importance of working across sectors to enable effective care reforms. Speakers focused in particular on work with social protection and education sectors, drawing on examples from Kenya, South Africa, Uganda and Rwanda.
The Regional Learning Platform on care reform for Eastern and Southern Africa provides an opportunity for government, UNICEF and others involved in care reform in the region to share learning…
Abstract
The study sought the socio-economic supports available for the high school adolescent girl learners from child-headed families (CHFs). The study used the phenomenological research design using a total of 40 learners from five (5) rural schools which were randomly selected for the study. Data were collected using focus group discussions and individual interviews. Data collected were thematically analyzed by scrutinizing them for commonalities. The findings of the study revealed that the adolescent girls in CHFs receive the majority of their socio-economic supports from the…
Abstract: Orphaned learners in South Africa are vulnerable and frequently absent from school. These learners are often physically abused and may be stigmatized due to their state of homelessness, as a result potentially turning to substance use or abuse. This article focuses on the lived experiences of orphaned learners and their perspectives relating to the support offered by the School-Based Support Team (SBST) within schools, in two education districts of the Free State province, South Africa. Twenty-five orphaned learners from five schools in two education district (…
This joint note aims to consolidate the current recommendations on Infant and Young Child Feeding in the context of the COVID-19 pandemic in Eastern, Central and Southern Africa. This guidance is not intended to replace national guidance, rather to serve as a resource that is based on the latest evidence. The contents are adapted to the African region from Clinical management of severe acute respiratory infection (SARI) when COVID-19 disease is suspected, Interim Guidance, 13 March 2020 WHO.
Abstract
Background
Orphan-hood is a major consequence of the Acquired Immune Deficiency Syndrome (AIDS) pandemic globally. In South Africa most children who are AIDS orphans live in township communities. They are often uncared for and unsupported by the community, and experience recurrent psychological trauma and much personal suffering. Identifying the “barriers to” and “recommendations for” providing care and support to these vulnerable children is vital to enable the development of comprehensive implementations to meet these children’s unique care and support needs.
Objective…
Abstract
Background: Focus on interventions for orphans and vulnerable children (OVC) in South Africa on education, quality of life (QoL) and nutrition-related matters have been reported diminutive. The risk of dropping out of school for an OVC with poor QoL and without varied food intake is very high. The problem with poor; QoL, nutritional care and academic performance (AP) of the OVC is that it sets the foundation for their adults’ life. The purpose of this longitudinal study is to develop, implement and to test the efficacy of an evidence-based nutrition education programme (NEP) for…
Abstract
The aim of this article is to discuss the social justice implications for educational psychologists working with orphans and vulnerable children (OVC) who comprise 3.7 million of the population in South Africa. The author begins with a global conceptualisation of social justice and then discusses the nature of social justice in South Africa. This is followed by an exploration of social justice within the discipline of educational psychology and how it would apply to the contexts of OVC, especially taking their psychosocial and educational challenges into consideration. These…
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…
Abstract
In South African schools, the umbrella term orphans and vulnerable children includes child-headed households (CHHs). In the light of trauma exposure of learners from CHHs due to their plight, there is a need to investigate how they are supported. This research investigated the psychosocial-support provision for learners from CHHs in five public high schools in South Africa. This was a qualitative study using a phenomenological design. A stratified sampling method was used to gather data from principals, co-ordinators of health programmes and teachers with the highest number of…
In this webinar, Care2Practice's Lucy Hillier will talk to Jamie Lachman, founder and director of Clowns Without Borders South Africa, about the “Parenting for Life Long Health” programme which is being implementing in several countries in the Eastern and Southern Africa (ESA) region. Together they consider the strengths of the approach embodied by the programme, what has been learned so far, and the implications for children’s care. They also discuss experiences implementing the programme in different countries and contexts.
The recording of Care2Practice’s live interview with…