Types of Family Adopting Orphaned Learners - A Reflection on Challenges and Coping Strategies of Orphaned Learners in Public Primary Schools in Kenya (original) (raw)
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Educating Orphaned and Vulnerable Children in Elgeyo-Marakwet County, Kenya
Childhood Education, 2016
According to UNICEF, 13.3 million children (0-17 years) worldwide have lost one or both parents to AIDS. Nearly 12 million of these children live in sub-Saharan Africa. Together, with other children who have been severely impacted by the AIDS pandemic, these orphaned and vulnerable children (OVC) are at higher risk of missing out on schooling, living in households with less food security, and suffering from anxiety and depression. Although the needs of OVC are complex and influenced by numerous variables, the provision of education has the potential to address many aspects of a child's well-being, including food and nutrition, health care, social welfare, and protection. Drawing on data collected using the Orphans and Vulnerable Children (OVC) Wellbeing Tool in one area of Kenya, the authors of this study describe their findings on the educational well-being of the surveyed children and present recommendations for teachers on how to better support the diverse needs of OVCs.
Advances in Social Sciences Research Journal, 2015
The)KCPE)results)released)in)Nandi)Central)SubRCounty)showed)that)the)bottom)64)out) of)186)schools)which)attained)below)the)average)mark)250)out)of)500)marks)were)all) public)primary)schools)(MOEST,)2013))hence)the)study)sought)to)investigate)influence) of) parents') academic) support) on) performance) of) class) eight) pupils) in) public) primary) schools) in) Nandi) Central) SubR) County,) Kenya.) The) study) was) guided) by) these) research) questions:) What) is) the) role) of) parents) in) enhancing) the) performance) of) class) eight) pupils) in) public) primary) schools) in) Nandi) Central) SubRCounty) Kenya?,) What) is) the) perception)of)head)teachers,)teachers,)pupils)and)parents)concerning)parents')support) to) class) eight) pupils) in) public) primary) schools) in) Nandi) Central) SubRCounty) Kenya?) What) challenges) hinder) the) academic) support) of) parents) in) public) primary) schools) in) Nandi) Central) SubRCounty) Kenya?) How) does) parents') academic) support) influence) performance) of) class) eight) pupils) in) public) primary) schools) in) Nandi) Central) SubR) County,) Kenya?) And) how) can) the) parents) of) class) eight) pupils) get) actively) involved) in) improving) the) academic) performance) in) public) primary) schools) in) Nandi) Central) SubR County,) Kenya?) This) study) will) be) significant) to) the) MOEST,) head) teachers,) teachers,) parents)and)SMC.)Epstein,)(2002))theoretical)model)on)sixR)type's)parents')involvement) was) used) to) guide) the) study) CrossRsection) descriptive) Survey) design) was) used) in) the) study.) The) target) population) consisted) of) all) public) primary) schools) in) Nandi) Central) SubRCounty,)Kenya)which)consist)of)N=186)giving)a)total)target)population)of)N=11,032) and)a)sample)size)of)n=390.)Stratified)sampling)was)used)to)stratify)SubRCounty)schools) in)to)10)zones)and)the)schools)in)to)8)class)strata)and)class)eight)strata)was)chosen)for) the) study.) Simple) random) technique) was) used) to) sample:) 3) schools) in) every) zone,) double) streams) and) class) eight) pupils.) The) head) teachers,) class) teachers) and) the) parents)of)selected)pupils)were)included.)Qualitative)data)collection)instruments)were) used)to)facilitate)triangulation)with)those)from)quantitative)data)collection)instruments) then)analyzed)using)descriptive)statistics.)2)schools)were)used)for)pilot)for)the)purpose) of) preRtesting) instruments) for) data) collection) and) to) ensure) their) reliability.) The) data) was)analyzed)using)frequencies,)percentages)and)mean)and)summarized)in)tables)and) triangulated) with) qualitative) data) thereby) drawing) conclusion.) The) findings) of) the) study) indicate) that) parents') support) influence) class) eight) academic) performance.) Recommendations) include:) the) government) should) establish) a) policy) that) stipulates) how)parents)should)play)a)central)role)in)their)children's)education)so)as)to)contribute) to) a) child's) academic) performance,) the) government) should) increase) the) subsidy) per)
2014
Orphanhood is a depressing status in life time that one would wish never to occur in any family set up due to its adverse effects. Despite the vulnerable status of the orphaned learners, every child in Kenya has a right to quality education that should lead to good performance and achievement of Universal Primary Education (UPE). Due to their vulnerability, majority of orphaned learners are widely affected and unable to attain good performance. However there are exceptional cases where some orphaned learners perform well and attain high marks which enable them to join good secondary schools and pursue their education very well. The study therefore assessed coping strategies by such exceptional orphaned learners and their academic achievement in Winam Division in Kisumu County. Descriptive survey design was used in the study. The study population consisted of 43 head teachers, 516 teachers and 3042 orphaned learners in 43 mixed public primary schools. Random sampling technique was us...
Assessing Factors Contributing To Poor Academic Performance Of Orphaned Children In Primary Schools
2017
The study sought to find out the factors affecting academic performance of orphaned children in Bindura District primary schools in Zimbabwe. The descriptive survey design was used in this study. The population was 300 teachers and 50 orphaned children. A sample of 80 teachers and 10 children randomly selected participated in this research study. Data were collected using questionnaires and interviews. The SPSS programme was used to analyse the data. The study found out that orphaned children did not perform well academically during class work. They did not do homework assigned by the teachers. The study found out that teachers did not have knowledge or skills to assist orphaned children during teaching and learning. The study recommended that teachers should be equipped with skills to manage orphaned children academically. The study recommended that foster parents need to be made aware through workshops how to assist orphaned children with class work assigned to be done at home. Mo...
The study sought to find out the factors affecting academic performance of orphaned children in Bindura District primary schools in Zimbabwe. The descriptive survey design was used in this study. The population was 300 teachers and 50 orphaned children. A sample of 80 teachers and 10 children randomly selected participated in this research study. Data were collected using questionnaires and interviews. The SPSS programme was used to analyse the data. The study found out that orphaned children did not perform well academically during class work. They did not do homework assigned by the teachers. The study found out that teachers did not have knowledge or skills to assist orphaned children during teaching and learning. The study recommended that teachers should be equipped with skills to manage orphaned children academically. The study recommended that foster parents need to be made aware through workshops how to assist orphaned children with class work assigned to be done at home. Mo...
Factors Influencing Academic Performance of Primary School’s Orphans in Tanzania
International Journal of Advance Research and Innovative Ideas in Education, 2020
This study investigates the factor influencing orphan's academic performance in primary schools. In Tanzania the number of orphaned students resulted from different causes such as the death of parents from different accidents, diseases and those with divorced parents is drastic increases. Orphaned students are among the most vulnerable members of society, often lacking basic needs and services related to better education. This study investigated the factors influencing the academic performance of orphans in Arusha City. The study used descriptive research design and it was conducted in Arusha City to primary school orphans from different wards. Data were collected from 100 respondents including DEO, WEC, head teachers, class teachers, other teachers, orphans, guardians, and community through interviews. Findings show that orphanage students were performing poorly and this was contributed by many factors including social-economic factors, home learning environment, sexual violence, inferiority complex, school's absenteeism, lack of a system of helping orphaned students in schools. It was recommended that Schools should find a means to identify orphaned students and their needs and provide necessary support including psychological and also encourage them to learn and provide necessary academic support when appropriate. The orphaned students should participate fully in the learning process, and the MoEVT and other Educational stakeholders should plan and establish regular seminars to teachers on how to help students.
International Journal of Educational Research Open
A phenomenological approach to uncovering the influence of parental death on the academic performance of secondary school students, 2023
The death of one or both parents is one of the most traumatic incidents that can occur in childhood which may affect a child's life course in many ways. This study uses firsthand data as against several studies that have employed secondary data to investigate the consequences of parental death on orphans. Unlike this study, previous studies that have involved directly the study population and important key informants are very limited. Two Secondary Schools and their students were purposively selected; the sample for the study was twenty respondents consisting of ten orphaned students, five School teachers, and five parents. Data were collected using in-depth and key informant interviews. Qualitative data were analysed using the Interpretative Phenomenological Approach aided by the use of NVivo software. The findings of the study revealed that parental death across the board affects the academic performance of orphans negatively; maternal orphans perform more poorly. Conclusively, self-determination is the most important factor in determining academic performance.
2013
The study explored the impact of the child-headed household on the academic performance of primary school students in Beatrice resettlement area, Zimbabwe. The target population was 15 primary school students from child-headed households in the resettlement area, 12 school heads, 84 teachers as well the students' relatives and neighbours. The research study adopted a case study design with a purposive sample of 4 child household heads, 6 teachers and 4 school heads. Data were collected through life story narratives, content analysis and unstructured interviews. It was presented as cases and analysed using Leininger's thematic model. In interpreting the data Bourdieu's theory of practice was used. The study established that the academic performance of students from child-headed households is impacted negatively by household responsibilities, hunger, stigma and discrimination, child labour, schooling costs, sexual abuse and ill-health. All these challenges come as a result of limited support from the government, aid organisations and the disintegrating extended family. This led to the conclusion that the socioeconomic challenges of the child-headed household impact negatively on academic performance. Thus, there is need for resettlement communities to respond to the disintegration of the extended family as a safety for orphaned and vulnerable children by establishing community orphanages as alternatives to child-headed households. Governments, the corporate world and donor organisations are urged to support this community based coping strategy not only to enhance the academic performance of orphaned and vulnerable children, but also mould them into acceptable and productive members of society. i This study would not have been successful without the support I got from various people. I am most grateful to my supervisor Dr Maunganidze for his constructive criticism, assistance and commitment without which this study could not have succeeded. My gratitude is extended to all child household heads, school heads and teachers who took part in the study. Their invaluable cooperation and responses proved to be vital for the study. Heartfelt thanks to my family and friends whose moral and material support enabled me to complete this research study. Thanks are also due to Miss Tsitsi Masango for typing this research study.
International Journal of Innovative Research and Development, 2021
The study investigated parental contribution to their children's education in public secondary schools in Lushoto District. The study was guided by two (2) research questions. The study was guided by Epstein's theory of school family and community partnerships. In this study, the researcher adopted a mixed method approach under which a concurrent embedded design was used. The targeted population were 53 public secondary schools which involved 53 heads of schools, 2160 students, 2160 parents and 486 teachers as well as 1 DSEO making a total population of 4860 respondents found in Lushoto District. The study used probability sampling and non-probability sampling techniques. The sample size comprised6 public secondary schools, 6 heads of schools, 96 teachers, 90 parents, 1 DSEO and 300 students which makes a total of 493 respondents. Information required to answer the research questions in this study was collected using questionnaires and in-depth interview guides. The study found that parents are not assisting their children with homework assignments. It has been found that majority of parents are not regularly attend school meetings to follow-ups their children education. Based on the findings it was concluded that parents have to lend support by taking an interest in the homework that their children bring home and finding the most effective ways to help them with assignments. Parents with their children at schools has to attend school meeting to know the educational progress of their children and to engage themselves to determine their level of understanding. The study recommended that government under the Ministry of Education Science and Technology (MOEST) should make sure that the parents are involved effectively to their children education by assisting their children with homework and heads of schools should encourage parent to attend school meeting to be aware with their children education.
African Journal of Education,Science and Technology, 2013
Although the Ministry of Education has worked in collaboration with various partners to ensure that all children get access to education in a child friendly environment, the enrolment rates in class 1 in primary schools has continued to show some disparities as compared to those of other lower primary school class levels in soy division. This paper is a report of a study that was carried out in 2012 in Soy Division of Eldoret West District in Uasin Gishu County to investigate the extent to which parental and community involvement influence children's transition from pre-primary to class one in the division. The study was guided by Bronfenbrenner's Ecological Systems theory and adopted a descriptive survey design. Stratified and simple random sampling techniques were used to select 14 private and 22 public schools. The respondents were head teachers, Parent Teacher Association chair-persons, class one and preprimary school teachers from the sampled schools. Questionnaires and interview schedules were used in data collection. Obtained data was analysed using descriptive and inferential statistics. The study findings revealed that; the parents and the entire community of Soy Division never provided common roles in the two class levels under study. Majority of pre-primary parents escorted their children to school as compared to class one parents. Most parents in the pre-primary provided essentials for the school feeding programme unlike their counterparts in class one. The community never organized graduation ceremonies for those children moving to class one. The study therefore recommended that there was need for the parents' mobilization so that they could get to understand children's developmental needs and that the Ministry of Education should organize for more fund allocation to allow for community mobilization and training on the children's transition.