2. Literature Review
2.6 The Importance Of Education To Orphans
Generally, education plays a vital role in the development of every child including orphans and it’s believed to be very vital for their future success. In spite of the vital role played by education, the experiences of orphaned learners [after the death of their parents] could be shattered as a result of the traumatic events. Bennell, Hyde and Swainson (2002) state that these traumatic events are usually detrimental for orphaned learners and have a huge impact on their uprightness in schooling. Unfortunately enough, most of them are compel to attend school in order for them to attain their desired dreams and aspirations in life.
Education is also a basic human right for all children with no exception to orphans, as recognized in the Convention on the Rights of the Child (CRC, 2013). The adaptation of these
Nosipho Mshengu Page 21 rights is based on the assumption that a child who has access to quality basic education1 has a
‘better’ chance in life. For instance, a child who knows how to read, write [more than one official language] and do basic arithmetic has a solid foundation for continued learning throughout life; such skill acquired through education would in turn be the base of a better life. Although the CRC cater and acknowledges the need and importance of education to children, such legal provision seems to be limited when it comes to orphaned learners. In a case of them continuing with schooling after the loss of either or both parents, Case, Paxson and Ableidinger (2004) argue that the children may decrease their chances of better opportunities through schooling. This decrease could be as a result of the absence or perhaps inadequate support they receive from their school which can negatively hamper academic performance. Nevertheless, Makhonza (2006) states that not all orphaned learner perform poorly amidst the absence of support systems provided by school; some still strive to perform well but there is usually an initial and/or significant drop in their performance indicating signs of disturbance.
The significance of education to orphans is also mentioned in the draft of millennium development goals for every child by 2014 by UNESCO. The goal number two which emphasises on fighting illiteracy by implanting the increment enrolment in school for orphaned children to get basic education for the betterment of their future (UNESCO, 2006).
In fulfilment of the millennium development goal number two, in Kenya they identify the barriers faced by orphaned children regarding school enrolment or accessing schools. Due to the high illiteracy in the country from the past years; the Kenyan government decided to offer free education in primary and secondary levels to eliminate illiteracy to children who cannot afford to pay school fees (UNICEF, 2009). This initiative from the Kenya government made a great impact to orphaned children who were not able to pay school fees. Due to the increasing rates of children school enrolment, more teachers are trained and more school infrastructures are provided (UNICEF, 2009).
Orphaned learners experience challenges that can decrease their likelihood of school enrolment. Although the Mzondeni Community Care Organization [a Christian Based Organization] is yet to estimate the number of OVC in their community; with an estimated population of approximately 7000 children to the age of eighteen, they still provide food for these children –OVC. The organization reports that in 2001, orphans were dying in large numbers as a result of being left to fend for themselves let alone attend school. The
1 Basic education is in relation to the South African standard of education and therefore the education provided here would be under the jurisdiction of the Department of Basic Education.
Nosipho Mshengu Page 22 organization decided to open a satellite feeding scheme in 2007 where learners would receive food on a daily basis before returning home (Mdletshe, 2012). The provisions of food to these learners have played a remarkable influence on their daily experience at their school within the Mzondeni community of KZN. The feeding scheme is set up in Veyana combined school to feed children three times a day. Providing food to such children can keep learners in school, improve their educational achievement. Home Grown School Feeding programme in Kenya aims to support orphans and vulnerable children in school. Songa believed that one of the supports required in improving orphans and vulnerable children’s education is to provide food as a basic need (Songa, 2011). Home Grown School Feeding mission is to encourage school attendance by providing food, regardless of the other challenges faced by orphans and vulnerable children in school. However, food alone may not be enough to support orphaned learners, since they have various challenges in relation to school.
Orphaned learners needs psychosocial support and this support is essential in a social environment like schools where its believed that they spend approximately eight hours of their day (Haine, Ayers, Sandler & Wolchik, 2008). This environment provided by school is of paramount important to orphaned children’s social integration and psychosocial well-being.
Furthermore, attending school regularly is beneficial; school attendance helps orphans affected by trauma to regain a sense of normalcy, what they used to experience as they recover from the psychosocial impacts of their experiences and disrupted lives. In a study carried out by De Witt and Lessing (2010) about psychosocial well-being of orphans in Southern Africa: aimed at exploring orphan’s perceptions based in rural areas about psychosocial support. Their findings suggest that in developing [rural] areas in South Africa, there is an existing gap in the provision of psychosocial support for orphaned learners in schools compared to urban areas. But in the rural areas some orphaned acknowledge that some of their family members do provide psychosocial support; this is however, from their extended members specifically i.e. grandparents, aunties and uncles (De Witt & Lessing, 2010). Since some orphaned learners do receive psychosocial support from relatives but others who live with grandparent tend to lack the support and parental guardians (De Witt &
Lessing, 2010). Some orphans who reside with grandparent are less likely to attend school regularly and are more likely to fall behind or drop out compromising their scholarly ability and prospects. This could be as a result of their grandparent’s inability to discipline them on schooling. The effect seems to be greater for double orphans who reside with grandparents than any kind of orphans. In other African countries like the United Republic of Tanzania school, attendance rate for non-orphans seems to be higher than double orphans in the
Nosipho Mshengu Page 23 previous years (Goba & Woods, 2011). The prevailing factors of the reduced school attendance for double orphans are assumed to be the lack of financial support and lack of parental guidance (Case, Paxson &Ableidinger, 2004).
2.6.1 The role of school in supporting orphans
Schools as rights-based institutions play a major role in protecting pupils and teachers against discrimination (Goba & Woods, 2011). In addition schools have undeniable advantages in the following areas:
• Identification of orphaned learners.
• Provision of psychosocial support to all children, but especially to those who are orphaned.
• Monitoring of the well-being of orphans.
Schools are also capable of providing a range of education-related services to orphans, for example:
• Provision of daily meals to their learners.
• Endowment of after-school supervision relating to homework for those who have no other adult supervision.
• Connecting learners in particularly difficult situation to other relevant services to meet specific needs.
2.6.2. The teachers’ responsibility in supporting orphans.
Teachers are capable of identifying indicators of orphaned learners with problems within the classroom, such as prolonged absenteeism and poor academic performance, since this is not limited to orphans only (Bray, 2004, 34). It is then a teacher’s responsibility to converse with the child to check if whether the child is an orphan or not. Classroom is assumed to be the ideal place for a teacher and child to interact. Teachers are believed to have come up with different tactics to elicit sensitive information from learners in order to understand their different problems. During the classroom session teachers are able to identify orphan and non- orphan children by setting essay topics that provide (children) learners with opportunities to write their personal experience, using drawing to explore learners coping strategies introducing a suggestion box where learners can post letters to teachers anonymously and communication books to allow caregivers and teachers to communication with one another about a particular child (Boler & Carrol, 2003).
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