Interviews were conducted with the OVC coordinator in the Pinetown district of the Department of Education, principals and OVC coordinators in the three schools, and OVC carers/foster parents in the home. This approach is also likely to result in a paradigm shift in schools' OVC program from institutionalized to local care and support initiatives.
INTRODUCTION
- Statement of the Problem
- Research questions
- Objectives of the Study
- Rationale
- Theoretical framework
- Chapter Outline
- Summary
How to measure the effectiveness of the school's OVC program in terms of monitoring and evaluation. To explore the perceptions of stakeholders about the OVC school program (SMT, OVC coordinators, OVC educators and caregivers).
LITERATURE REVIEW
Introduction
Location of Study
Inanda is the oldest of the INK territories, established in the mid-19th century as a reserve for African labour. As indicated in the Municipality's Integrated Development Plan (GOP eThekwini Municipality GOP, 2012), the idea is to ensure.
What are OVC?
Furthermore, the INK area is one of the most affected areas in KZN (Department of Provincial & Local Government, 2005). Kumar (2012) notes that "India also has the phenomenon of de facto parents - children whose parents have not died of AIDS, but who usually have to leave school to take over their parents' role because of their illness".
Women provide psychosocial support for OVC
The word "unpaid" indicates that the person performing the activity does not receive a salary for it. The term "work" emphasizes that the activity has a cost in terms of time and energy.
Institutionalized versus community care for children
According to Hartwig et al. 2008), around 40,000 of South Africa's child-headed households receive home and community care, but thousands more remain unreached. By ensuring that those caring for OVC are healthy and skilled, these programs help ensure that these children are well cared for by skilled individuals in safe and familiar environments” (Rossiter et al., 2008 ).
South Africa’s Constitution and Policies
These respondents were suggested by the OVC coordinators because of the number of OVCs in their classroom. It is clear that the current OVC school program is barely surviving due to disparities in program leadership at the district level. This study explored the effectiveness of OVC programs in three schools in Ntuzuma Township, which is located in the province of KZN.
An investigation into the management of the Orphan and Vulnerable Children (OVC) grant in Swaziland. Are there any problems you have encountered so far in running the OVC program? How often are the school OVC coordinators trained to ensure the continuity and efficiency of the program.
Local OVC Interventions
OVC Programmes in Africa and Sub-Saharan Africa
Educational, Psychological and Emotional Challenges faced by OVC
In the OVC programs at TVT, it was reported that "caregivers advocate on behalf of the OVC for exemption from school fees" (Rossiter et al., 2008). They also reported that the OVC in their care was compliant at home, but cried and said they were unhappy or worried” (Kirkpatrick et al., 2012).
Child Poverty
The grant is well targeted at poor households with children, with very little 'leakage' to households with higher incomes.
OVC’s Access to Social Grants
According to the South African Presidency (2009), “social grants help many families provide food and clothing for their children. In their research on obtaining social grants to meet the school needs of orphans in Namibia and South Africa, Matshidiso and Taukeni (2011) argue that children's rights are internationally recognized and that the Namibian and South African governments are obliged ensure that all children, including orphans, have access to education and improved living standards. However, Matshidiso and Taukeni's (2011) study found that although the governments of Namibia and South Africa had made provision for social grants for orphans and other vulnerable children, not all orphans had access to these grants and they found it difficult to pay school fees.
The CSG therefore ranks among the most common of all types of social grants received in South Africa.
Monitoring and Evaluation of OVC interventions
Nyangara, Thurman and Hutchinson (2009) “evaluated the effects of programs supporting OVC in four unique settings in Kenya and Tanzania. In terms of providing material support, especially school supplies, "the evaluation revealed that the provision of school supplies or school fees had no effect on children's educational outcomes such as enrollment, appropriate age for grade or regular attendance. A psychosocial well-being measurement supplement for OVC was developed (Chapman et al., 2014) for PEPFAR-funded programs.
According to Chapman et al. 2014: iii) these tools can be useful in answering one of the following five questions:
Theoretical Framework
- The Ecological Systems Theory
The study “was carried out in the districts of Marracuene, Katembe and Dondo, and the administrative post of Natikire. The idea of interdependence in the social system for the progress of human development is also advocated in Rogers (cited in Sue et al., 1991). The need for self-actualization is at the top of Maslow's hierarchy of needs, and, unlike the other needs below it in the hierarchy, it is not a basic need, but a growth need (Coon & Mitterer, 2010).
The systems perspective of psychotherapy takes a similar view; it emphasizes the importance of understanding individuals in the context of their environment, which influences their development (Corey, 2005).
Summary
In a nutshell, the theory of humanism examines how humanity (ubuntu) in the South African context plays a role in ensuring that OVCs are cared for by people in their communities, whether relatives or non-relatives, so that they can independently become , responsible, self-actualized citizens who are not a liability to society. This theory is applied in parallel with theories of community development with its anti-poverty programs, in which the government works with communities to alleviate poverty and care for those who are less fortunate, including orphans.
RESEARCH METHODS AND METHODOLOGY
- Introduction
- Research Design
- Sampling Procedures
- The research participants
- Data collection methods
- Semi-structured interviews
- Access and data collection procedures
- Data analysis procedures
- Ethical issues
- Limitations of the study
- Summary
This enabled the researcher to have in-depth discussions with the participants about their perceptions of the OVC programme. Face-to-face interviews allow the researcher to listen empathetically to the views of the interviewees and establish connection. This was especially true when the researcher made home visits to interview some of the care staff.
Finally, analytic notes or analytic memos are mental records of the strategies the researcher follows.
DATA PRESENTATION, ANALYSIS AND DISCUSSION
Introduction
The context in which school service providers operate
2 shows that two out of three schools have been implementing the OVC program since its inception in 2008. The OVC coordinators are teachers who have been trained to implement the program and provide lay counselling. Based on the number of years they have served as OVC coordinators, it is assumed that these teachers have the necessary experience to lead the program.
It is also worth noting that the OVC coordinators in all three schools are female teachers.
Sustainability of the OVC school programme
- Perceptions on the sustainability of the programme
- Psychological and Emotional Needs
Both principals and deputies agreed that the number of OVC in their schools is a major challenge for the well-being of the children and the school. A further problem is that a fixed rate is allocated to all identified schools, regardless of the number of OVC a school has. They were under the impression that most of the things that the children received from the school were sponsored by the government.
They also felt that the amount should be determined by the number of OVCs in a school.
A multi-sectoral collaboration for the care and support of OVC is essential
In KZN, the majority of teachers identified for professional development to deliver OVC programs are LO teachers. We have placed all such students on our OVC list because of the circumstances in which they stand for substance abuse. Although teacher A has less experience, this does not mean that he is not aware of the needs of OVC.
It becomes very difficult to purchase even one item of the uniform such as shoes to meet all OVC due to the large number.
Foster meaningful community participation
Regarding the identification of schools as recipients in the current OVC program, the district coordinator said: The identification of OVC program coordinators is not in the hands of the district; Schools are given this task through the Institutional Learner Support Team or individuals volunteer their services. According to the District Coordinator, coordinators are trained when the school is identified as a beneficiary in a given year.
The District Coordinator further stated that it is not possible to offer ongoing support to the OVC Coordinators.
Needs-based versus assets-based community development
As previously mentioned, there is no uniform and well-structured process for providing support in the current OVC school programs. AIDS orphans will most likely go to bed hungry every day because of poverty in the families or households in which they live" (The Presidency, 2009). These statements indicate the existing gaps in the current system and reiterate the need for community-school collaboration.
Fundamentally, child poverty contradicts the guiding principles enshrined in the Convention on the Rights of the Child (UN, 1989) and ultimately undermines the human rights enshrined in the South African Constitution.
The vicious cycle of poverty 96
Even when my three grandchildren would go to school without food in the morning, I always feel a kind of satisfaction that they will get something to eat at school at 10:00. I am so afraid for my nephew that he might be influenced by his peers in town. Consequently, OVC who have poor and elderly guardians are likely to drop out of school and this results in the vicious cycle of poverty.
Relatives agreed that the social grant is not enough to support their families; Therefore, the supplement from the OVC program's sponsorship makes a difference, however small it may be.
SUMMARY, CONCLUSION AND RECOMMENDATIONS
- Introduction
- Summary 100
- Conclusion
- Recommendations
This chapter also examined some of the evidence on the evaluation of OVC programs both locally and abroad. The overarching objective of this study was to determine whether the OVC school program is effectively addressing the needs of its intended beneficiaries (i.e., OVC). Regarding the sustainability of the OVC programs, it is also noted that the current service delivery model is not working effectively.
Some OVC psychological problems cannot be addressed by a lay therapist, but require a professional psychologist.
Informed Consent
Interview Instruments
As for you, can the OVC program be improved? As far as you are concerned, is the OVC program a worthwhile initiative that covers all the educational needs of OVCs. Do you have any other concerns about the OVC program?
Your child/children is/have been identified as one of the beneficiaries/beneficiaries of the OVC program in this school.
