Abstract
In Zambia, as elsewhere throughout sub-Saharan Africa, orphaned and vulnerable children (OVC) face multiple physical, emotional, social and psychological challenges which often negatively affect opportunities for educational attainment. REPSSI (Regional Psychosocial Support Initiative), in collaboration with, the University of Cape Town and other African academic institutions, developed the Teachers’ Diploma Program as part of the Mainstreaming Psychosocial Care and Support into Education Systems to provide teachers and school administrators with the knowledge and skills to provide needed support to students and enhance their learning environments. During initial implementation of the Teachers’ Diploma Program in Zambia (2013-2016), qualitative data was collected as a part of larger outcomes and process evaluation. In the current paper, these qualitative data are presented to describe baseline challenges and strengths within the Zambian government school system and early indicators of change during the first ten months of program implementation. These in-depth data provide both teachers’ and students’ experiences and perspectives and are being utilized to further strengthen the Teachers’ Diploma Program as the Zambian Ministry of Education, Science, Vocational Training and Early Childhood moves forward with plans to implement the training at a national level in colleges of teacher education.
Highlights
1.1 Orphaned and Vulnerable Children and EducationGlobally, tens of millions of children have been orphaned and/or are vulnerable due to HIV and AIDS, social and economic challenges, natural disasters, forced migration, civil unrest, and wars (Kaljee & Stanton, 2015)
Factors associated with school attendance and other educational indicators in Africa include food-insecurity, violence and sexual abuse, corporal punishment, caring for sick relatives, teenage pregnancy and early marriage. (Kunnuji & Esiet, 2015; Devries et al, 2013; Zhang et al, 2009; Marston, Beguy, Kabiru, & Cleland, 2013) In Zambia, between 2008-2013 primary school net attendance ratios were 71% for males and 72% for females
Evidence indicates that negative outcomes among orphaned and vulnerable children (OVC) can be ameliorated through the enhancement of protective factors with the implementation of policies and programs designed to increase resilience and access to healthcare, education, and psychosocial support networks. (Lee et al, 2014; Wang et al, 2012; Smith et al, 2012; Hong et al, 2010) In recent years, a number of family-based and economic incentive programs have been developed to address the psychosocial needs of children and improve school attendance rates in sub-Saharan Africa
Summary
1.1 Orphaned and Vulnerable Children and EducationGlobally, tens of millions of children have been orphaned and/or are vulnerable due to HIV and AIDS, social and economic challenges, natural disasters, forced migration, civil unrest, and wars (Kaljee & Stanton, 2015). (Lee et al, 2014; Wang et al, 2012; Smith et al, 2012; Hong et al, 2010) In recent years, a number of family-based and economic incentive programs have been developed to address the psychosocial needs of children and improve school attendance rates in sub-Saharan Africa. Indicators suggest that these programs can have a positive impact on both participants’ psychological and physical well-being and their educational attainment (Sewamala et al, 2016; Eloff et al, 2014; Cho et al, 2011)
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