Displaying 1 - 10 of 70
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: 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…
Deinstitutionalisation (DI) is essential for care reform for any country. The process of DI is implied in Ghana’s laws, policies, and guidelines on childcare. The absence of a DI practice model in Ghana contributes partly to the barriers to implementing the Care Reform Initiative (CRI). It is recorded in the mapping of Residential Homes for Children (RHC) in Ghana (2018), conducted by the Department of Social Welfare and UNICEF, that several closed homes reopen and operate because Social Welfare Officers (SWO) are unable to force closure without access to or knowledge of alternative care…
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…
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 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.
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…
Abstract
In recent years there has been a significant escalation in the number of orphans and vulnerable children (OVC) in South Africa, mainly due to the scourge of the human immunodeficiency virus/acquired immune deficiency syndrome (HIV/AIDS). The author argues that early childhood education interventions for OVC should be a priority of government since quality education and care programs in the early years can enhance the possibility of breaking the cycle of inequity in the lives of OVC and positively contribute to the economy of the country. Based on the educational, psychological and…
In early April, an estimated 128 million children in West and Central Africa (WCA) were out of school as one of the collateral consequences of governments’ response to halt the spread of the COVID 19’ virus. Over this period, some countries have been demonstrating great leadership in providing continuous learning for children while schools remained closed. However, in Sub-Saharan Africa, 89 per cent of learners do not have access to household computers, 82% lack internet access and around 28 million learners live in locations not served by mobile networks . In this context, it is likely that…