CONCLUSIONS AND RECOMMENDATIONS
5.2 CONCLUSIONS
The following inferences were made regarding the themes discussed in the previous chapter:
5.2.1 Underestimating their own individual contributions
Some successful initiatives in response to the issue of OVC have been taken in the two schools which participated in this study. These were done out of compassion by certain individual SMT
members, mainly providing food, clothes and school fees. However, the participants underestimated and undervalued their own contributions. This could be influenced by and linked to the cultural and African way of ‘ubuntu’ (Ansell & Young, 2004), which implies taking care of each other. However, the efforts were too small in scale to have resulted in a significant and sustainable way to meet the physical, emotional, academic and financial issues of the many learners who are orphaned and vulnerable due to HIV and AIDS.
5.2.2 Uncoordinated efforts
School Management Teams (SMTs) seem to approach issues of OVC in an uncoordinated and rather ad hoc way, focusing mainly on material needs, as shown in the conclusion of the previous theme. Efforts have not been aimed at meeting the physical, emotional, educational and financial needs of learners orphaned and made vulnerable due to HIV and AIDS (Wood, 2008).
Understanding and recognizing the complexities of HIV and AIDS-related issues and the severity of the impact on the child’s development, no one person can be able to respond to all issues of OVC (DoE, 2003). For the SMTs, there did not seem to be proper coordination of their efforts in the school. It seems that one or perhaps two educators would respond to few individual learners who happen to be in his/her class. Although these may be good intentions, most learners will still be left unprovided for. All the SMT members in this study indicated the absence of substantial systems or structures in place at their schools. It seems that the SMTs address the issues of OVC by applying their general knowledge. The SMTs’ role is to provide a safe environment and structured support to all learners, including those learners orphaned and made vulnerable due to HIV and AIDS. This could be underpinned by the formulation of forward- looking school policies (Buthelezi, 2008).
5.2.3 Engagement with departmental policies
The DoE (2001a) insisted that each school develops and adopts its own implementation plan on addressing HIV and AIDS and creating an enabling environment for all learners, including OVC.
From the participants’ responses, it became clear that they are not aware of these imperatives.
The only related work that was feasible according to the participants was compiling a list of
‘needy learners’ for the department. Support for children’s needs go beyond access and enrolment if children are to maximize their potential learning (UNESCO, 2006b). As part of a
national, provincial and district education system, every school needs to have a structure to promote a flexible and a caring response. The task of managing the activities at school, including those related to issues of OVC, is at the heart of the SMTs who share power with the principal to manage the school. The position of the principal became evident in this study, as the principal leads the process in reconciling the broader policy framework and translating it into the programmes that are relevant to the school context (Buthelezi, 2004). Policies and programmes enable schools to create a supportive and caring environment for all the learners. They also set a guideline to improve on nutritional, health and medical services for orphaned and other vulnerable children, young people and educators who are infected and affected by HIV and AIDS. However, the study revealed a lack of initiative by principals in generating a policy for their respective schools, which in itself has far reaching effects on an SMT and school response to addressing the issues of OVC.
5.2.4 SMTs’ Asset Map: ‘SAM in my school’
In this study, the position and capacity of the SMTs has led members to re-conceptualise issues of OVC as a broader development focus. The asset-map depicts the participants’ responses, based on creating networks to use available capacity more effectively. Realizing the fact that the school alone cannot be responsible for care and support of OVC (DoE, 2003), the individual members of the SMTs identified available resources in the school, communities and partner sectors. A major constraint on this exercise was a lack of a defined expectation of what could be done and the role of the school in drawing on those resources to be utilised to respond to issues of orphaned and vulnerable learners. Moreover, it is interesting to note that very little mention was made of the Life Orientation educator as an asset. If one takes a closer look on the Curriculum 2005, then as a Revised National Curriculum, Life Orientation contributes towards the holistic development of all children (Prinsloo, 2007). Therefore Life Orientation educators could be important assets, through whom issues of OVC could be addressed. This again relates to the SMTs’ lack of clear vision and policy-oriented programmes with respect to these learners.
Any systematic response to the issues of OVC should be manifested in policy strategies, as it will be possible to identify gaps, and mainstream responses within the whole school programme.