The Impact of HIVAIDS on the Schooling of Orphans and Vulnerable Children

1
The Impact of HIV/AIDS on the Schooling of
Orphans and Vulnerable Children

• Nicola Swainson
• 07 July 2004
• Dakar, Senegal

2
HOW HAS THE EDUCATION SYSTEM RESPONDED TO THE
INCREASING NUMBER OF ORPHANS AND VULNERABLE
CHILDREN OVER THE PAST DECADE?

• Research results confirm the following points
• It may be possible to learn lessons although it
  is not possible to generalise about the
  experience of OVCs in SSA.
• Each situation must be contextualised.

3
WHAT DO WE KNOW ABOUT THE PROBLEM OF OVCs AND
SCHOOLING?

• Some common assumptions about OVCS
• The particular circumstances in which children
  live are both country and culture specific.
• That orphans drop out and have a more disrupted
  schooling than other vulnerable children.
• Orphans underachieve academically.
• THIS IS NOT NECESSARILY THE CASE.

4
Extent of orphanhood

• Research findings illustrate the difficulties in
  identifying orphans and vulnerable children. Due
  to fear of stigma some orphans who have been
  fostered or adopted do not want to make their
  situation known.
• 10-12 of children attending survey schools in
  Malawi and Uganda had lost both parents compared
  to 3-4 in Botswana . 41 of the student sample
  in Malawi were orphans (by the broad definition).

5
Absenteeism

• The living arrangements of children affect their
  capacity to attend school regularly.
• In many countries girls OVCs are at a particular
  disadvantage since they are expected to help more
  with domestic tasks if a parent (particularly
  mother).
• In countries with effective and well funded state
  support for orphans, the rates of absenteeism are
  relatively low.
• However, in lower income countries like Malawi
  and Uganda (low-income countries), absenteeism is
  high for ALL children.

6

• Female orphans are particularly vulnerable as
  they do not have such a choice of income-earning
  opportunities as boys.
• Orphans in Malawi lack of basic necessities such
  as buying food and clothing and this is main
  reason why they miss school.
• The issue of sexual exploitation and abuse of
  poor children (orphans and others who do not have
  a stable home) can be serious problem.
• Repetition rates for orphans are the some or
  lower than non-orphans in Malawi and Uganda.

7

• Despite many obstacles, orphans in school can be
  highly motivated. However, more drop out surveys
  are needed to pick up the reasons for children
  leaving school.
• Absenteeism and drop out are generally linked to
  levels of poverty rather than orphan status. This
  is why, for example, in Malawi a World Food
  Programme school feeding project targeted at
  orphans was soon expanded to ALL students because
  of their need.

8
GOVERNMENT, NGO AND CBO INTERVENTIONS WHAT HAS
BEEN LEARNED

• Schools themselves have provided very little
  targeted support for orphans. Although impact
  research shows few examples of overt
  discrimination against those affected by
  HIV/AIDS, some teachers and school management
  lack of sensitivity towards OVCs.
• Fee exemptions have been given to needy girls at
  secondary school on the grounds that their access
  is more limited than that of boys. These have
  been successful when funding is ensured.

9

• Comprehensive orphancare programmes are necessary
  to ensure that OVCs are able to stay in school.
• Low income countries have found it hard to
  adequately address the needs of OVCs.
• Inter-sectoral coordination (mainly health,
  education and local government) needs to be
  significantly improved AT ALL LEVELS.
• CBO and NGO educational support projects for OVCs
  are often quite localised and have had limited
  impact. These efforts have been piecemeal and
  fragmented.
• Better coordination is needed between Ministries
  of Education and NGOs.

10

• OVC needs assessments should be done by schools,
  since in some cases teachers and management
  cannot even identify OVCs. Schools need to be
  much more proactive in identifying OVCs which
  would help assist the process of referral to
  other agencies.
• NGOs and donor sponsored projects have played a
  crucial role in meeting the material needs of
  OVCs in many countries, although more attention
  needs to be paid to the psychological needs of
  these children.

11

• To address the social/psychological needs of
  OVCs, a comprehensive system of guidance and
  counselling needs to be introduced and more
  dedicated Life Skills teachers should be trained.
  These teachers could provide pastoral care and
  psychological and social support to children in
  need.

12
Conclusion

• Although there are clear limits to the role of
  the school in addressing the problem of OVCs
  there is also considerable room for improvement.
• The development of more child friendly schools
  where children feel safe and secure would help to
  encourage all children (particularly girls) to
  stay in school.
• Communities and schools should work more closely
  together to develop strategies to improve the
  life chances of OVCs. Education has the capacity
  to both develop self-reliance and unlock human
  potential.