Focus group interviews were used to access participants. understanding and experience of managing orphaned and vulnerable students in their school contexts. OVC HIV and AIDS Orphaned and Vulnerable Children South African Business Coalition SABCOHA for HIV and AIDS SGB School Governing Body.
CHAPTER ONE
BACKGROUND TO THE STUDY
- INTRODUCTION
- THEORETICAL LOCATION OF THE STUDY
- STATEMENT OF THE PROBLEM
- THE RESEARCH QUESTIONS
- AIMS OF THE STUDY
- CLARIFICATION OF TERMINOLOGY
- School Management Team (SMT)
- HIV and AIDS
- Children orphaned and made vulnerable by AIDS
- Learner
- Secondary school
- RESEARCH DESIGN AND METHODOLOGY 1 Research design
- Research methodology .1 The sample
- DELIMITATION OF THE STUDY
- COURSE OF STUDY
- CONCLUSION
How maintenance substitution treatment responds to students orphaned and vulnerable by HIV and AIDS. To explore how maintenance substitution treatment responds to students who are orphaned and vulnerable in the context of HIV and AIDS.
CHAPTER TWO
LITERATURE REVIEW AND THEORETICAL FRAMEWORK
- INTRODUCTION
- THE LIFE WORLD OF OVC (a case study) Case 1: Motsemocha Village
- LEGISLATION
- The Convention on the Rights of the Child
- The Constitution of the Republic of South Africa, 108 of 1996
- The Child Care Amendment Act No. 96 of 1996
- The South African Schools Act No. 84 of 1996
- NATIONAL POLICIES AND INITIATIVES
- The HIV/AIDS Emergency: Guidelines for Educators
- THEORETICAL FRAMEWORK TO THE STUDY .1 Introduction
- Bronfenbrenner and ecological theory
- Asset-based approach
- The theories that guide my study
- CONCLUSION
System theory draws attention to the relationship between the macro and micro levels where "the functioning of the whole depends on the interaction between all the parts" (Donald et al., 2002, p. 47). An 'outside' level: The least accessible assets will be those which are 'outside' the community, both in location and ownership (private businesses, national corporations and non-governmental organisations).
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
- INTRODUCTION
- PROBLEM STATEMENT
- RESEARCH AIMS
- RESEARCH DESIGN .1 Introduction
- The qualitative research approach
- The interpretivist paradigm
- Phenomenological study
- Trustworthiness
- METHODOLOGY .1 Introduction
- The school context
- The sample
- Data collection process .1 Focus group interviews
- Data analysis
- Recontextualisation and literature control
- Ethical considerations
- LIMITATIONS OF THE STUDY
- Sample size
- Language
- Data collection technique (collage)
- CONCLUSION
The focus is on 'lived experience', the world we experience in everyday life (as the primary task of phenomenology). By adapting trustworthiness checks in this study, I ensured that the presentation and discussion of findings reflected the participants' description of the phenomenon explored in the study. Currently the SMT consists of the director and the deputy director (both are men).
SMT is composed of the principal (male), deputy principal (female) and four heads of department (all female). I focused on the activities of the SMTs in two rural schools in terms of supporting and responding to issues relating to OVC. The SMT members cut pictures and words out of the magazines and illustrated what available resources could be mobilized to respond to questions about OVC.
This is time-consuming and critical to the research process of identifying substantive connections that have meaning in the field of study. Chapter 4 will present the results of the study and highlight how maintenance substitution treatment responds to OVC issues in its school context.
CHAPTER FOUR
FINDINGS AND DISCUSSION
RESULTS
- Themes
- Underestimating their own individual contribution
- Uncoordinated efforts
- Engagement with departmental policies
- Asset-map
- Harnessing and mobilisation of resources
Anecdotal accounts (DoE a; UNESCO, 2006b) of the school as a locus for care and support of OVC highlight the need for identification and mobilization of resources in the school in a systematic way, rather than simply as individual responses. The importance of their collaboration with other stakeholders was emphasized by one of the participants. The emphasis on expanding the role of the schools as centers of care and support for OVC requires SMT to be proactive in initiating shared experiences in the school and developing relationships with other departments.
In response to the second research question: What available resources do SMT members use to respond to students who are orphaned and vulnerable in the context of HIV and AIDS? resources they use to address the problems of OVC in their schools. By cutting photos and words from the magazines, SMT members illustrated what available resources could be mobilized to respond to issues faced by students who are orphaned and vulnerable in the context of HIV and AIDS. From the collage, the SMTs identified different levels of resources from which they could draw to meet the students' needs.
Similarly, Rayners (2007) pointed to the leadership role of the school principal in the management of HIV and AIDS at school. These responses by the participants underscore the importance of the role of the principal in providing leadership regarding HIV and AIDS care and support of OVC.
CONCLUSION
CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
INTRODUCTION
CONCLUSIONS
- Underestimating their own individual contributions
- Uncoordinated efforts
- Engagement with departmental policies
- SMTs’ Asset Map: ‘SAM in my school’
However, the effort was too small in scale to have resulted in a significant and sustainable way to address the physical, emotional, academic and financial problems of the many students who are orphaned and vulnerable due to HIV and AIDS. School Management Teams (SMTs) appear to approach issues of OVC in an uncoordinated and rather ad hoc manner, focusing primarily on material needs, as shown in the conclusion of the previous theme. Understanding and recognizing the complexity of HIV and AIDS-related problems and the seriousness of the impact on child development, no one person can be able to respond to all problems of OVC (DoE, 2003).
It seems that the SMTs solve the problems of OVC by applying their general knowledge. The task of managing the activities of the 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. In this study, the position and capacity of the SMTs have led members to reconceptualize issues of OVC as a broader development focus.
A major limitation in this task was the lack of a defined expectation of what could be done and the role of the school in drawing on these resources to be used to respond to the issues of orphans and vulnerable students. Therefore, Life Orientation Educators could be an important means through which OVC issues could be addressed.
RECOMMENDATIONS
HIV and AIDS education policies are formulated with the aim of generating responses to the issues of OVC. To improve the effectiveness of action to respond to OVC issues, a school environment must be supportive of all activities and programs related to OVC. Therefore, the school's HIV policy should be clear about processes and systems sensitive to OVC issues.
This process of developing an asset map has led to a careful consideration of the implication of choosing an asset-based approach to school intervention for OVC. The impulse was to fall back on what is known and what is familiar and how relevant it is when responding to the issues of OVC in their school context. With reference to the above, an asset-based approach to dealing with barriers to learning and development could be included in the professional training of teachers, in-service training of principals and SMTs, as the theoretical and practical aspects of an asset-based approach are crucial to respond to the holistic development of all students.
The above responds to the theme that educators perceive their own initiatives as insignificant and as uncoordinated, unguided by politics and failing to draw on available assets. It is also important to elicit the assumptions underlying the asset-based approach in educators and encourage them to see themselves as empowered in their response to orphaned and vulnerable students in school.
RECOMMENDATIONS FOR FURTHER RESEARCH The following recommendations for future research have been provided below
A simple database like the one above could be the central focus of asset map development and could influence the direction of support drawn.
CONCLUSION
The principal's role as school leader in dealing with the impact of HIV/AIDS in school management. Overcoming adversity with children affected by HIV/AIDS in the indigenous South African cultural context. A review of current literature on the impact of HIV/AIDS on children in sub-Saharan Africa.
The role of schools in meeting the needs of children made vulnerable by HIV/AIDS. HIV/AIDS and education: the role of education in the protection, care and support of orphaned and vulnerable children living in a world with HIV and AIDS. Are there any aspects or problems with students being orphaned and made vulnerable due to HIV/AIDS.
How the school cares for students who are orphans and vulnerable in the context of HIV/AIDS. What are some of the factors/challenges that schools face in relation to orphaned and vulnerable children in the context of HIV/AIDS.
Thank you for your participation
Caring for children has costs Case 1: Nabutaka village
16-year-old boy, nephew, father's orphan; wife's brother, ages 12 and 6 (double orphans); 6-year-old boy, nephew, double orphan; 5-year-old niece, father's orphan; and a 5-year-old boy; nephew, father's orphan. This household's dependency ratio increased dramatically due to fostering the children of five different deceased relatives. The guardian tries to convince him to transfer to a technical school, as he thinks it will be better for the household in the long run.
All these are orphans on the father's side, grandchildren of the headman and children of his deceased son. In addition, there is a 6-year-old boy, a grandson who lost both parents to AIDS. Children show signs of malnutrition, which is not surprising when the dependency ratio has tripled.
Some statistics
Explaining the task
What would be the school's policy in this case to respond to students who are orphaned and vulnerable in the context of HIV/AIDS. Anonymity and confidentiality of participants throughout the research project, as well as in the reporting of findings, are guaranteed. Anonymity and confidentiality of participants is ensured throughout the research project, as well as in the reporting of findings.
This is part-fulfillment of the requirements of the Master's Degree in Education (Educational Psychology) that I am currently pursuing at the University of KwaZulu-Natal. Your anonymity and confidentiality throughout the research project and in the reporting of findings is guaranteed. To be completed by the participant). participant's full name) hereby confirm that I understand the content of this document and the nature of the research project and agree to participate in the research project.
Uhm, but it can be, on the contrary, it is not something that you can confirm, but still know our society, we still know our society, for example you, you find that when they come at the beginning of the year to register, uh, it's one of the school's requirements that they come with their parents, and the majority of them will come with their grandparents, come with their grandparents, or they'll come with, with, an aunt or someone else not their actual Parent. Although there are cases where we say call your parent and most of the time the grandparent is not the actual parent, yah.
