Educating Orphaned and Vulnerable Children in Elgeyo-Marakwet County, Kenya (original) (raw)
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International Journal of Innovative Science and Research Technology , 2019
The study was conceived with the major objective of determining the relationship between psychological well-being and academic achievement of orphans and non-orphans students in English language in senior secondary schools in Jalingo Education Zone of Taraba State, Nigeria. The study adopted the survey and correlational research design. To guide the study, four hypotheses have been formulated. The study population is 3,966 Senior Secondary II (SSII) students in 38 public secondary schools of Jalingo Education Zone of Taraba State Nigeria. Six schools were selected from the three Local Government Areas (LGAs) of the Education Zone using purposive sampling technique. The sample of the study consists of 312 SS II students, made up of 156 orphans and 156 non-orphans. 173 girls and 139 boys. The orphans and non-orphans students were selected using systematic random sampling technique. Two instruments tagged: Psychological Wellbeing of orphans and non-orphans questionnaire. (PWBONQ) and 1st Term Examination results SS II (English language 2016/2017) were used for data collection. The instruments were validated by some expert from the faculty of education Taraba State University. Cronbach Alpha coefficient was used to estimate the reliability index of .80.Pearson moment correlation coefficient was used to determine the degree of relationship between the dependent and independent variables. Independent-sample t-test analysis and t-test of correlation coefficient(r) was used to analyse the hypotheses at 0.05 level of significance.Result findings show that the psychological well-being of non-orphan students is higher than their orphan counterpart. Moreso, the result also revealed a statistically significant correlation between psychological well-being and academic achievement of English-language orphans and non-orphan students. It was recommended that authorities in the educational system should take it as a priority to train school counsellors and teachers on the importance and relationship of psychological well-being and academic achievement of orphans and non-orphans students in senior secondary schools in Jalingo Education Zone of Taraba State, Nigeria.
PloS one, 2018
Orphans face multiple challenges including insufficient food, shelter, schooling, and medical care. Most research on orphans in developing countries concentrates on nutrition and health status. The present study aims to explore the psychological wellbeing of in-school orphaned and non-orphaned children. A comparative cross-sectional study design was used in 370 randomly selected children aged between 10 and 18. Two rosters (one for orphans and one for non-orphans) were created, and then 185 were selected from each roster. Trained field workers used structured questionnaires to obtain information from participants. An adapted Ryff Psychological Wellbeing Scale was used to measure psychological wellbeing. Mean scores were determined for each dimension and for total psychological wellbeing. The mean split was used to divide psychological wellbeing into "high" and "low". Data were coded, entered, cleaned, and analyzed using SPSS version 20. The independent sample t-t...
Overall Well-being of Orphaned and Vulnerable Children in Elgeyo- Marakwet County, Kenya
The purpose of this research study was to examine the overall well-being of orphaned and vulnerable children (OVC) in Elgeyo-Marakwet County, Kenya. Ten domains of OVC well-being were examined in the study: Food and The study sample comprised of 215 orphaned and vulnerable children. Data was collected using the OVC Well-being tool. Means and Standard deviations, T-tests of the ten domains were computed using SPSS software. The evaluation of the overall children's well-being yielded the following scores: Desirable (67.9%), Average (19.5 %), Below Average (11.2 %) and Undesirable (1.4 %). Spirituality, Shelter, Mental Health and Protection domains ranked at the top while Economic, Food and Nutrition, Community Care, and Family domains ranked the lowest. Overall this findings show favorable developmental outcomes for OVC. Children's well-being was enhanced because their basic needs were met in the short-term. The developmental outcomes of OVC will be more boosted by long-term and sustainable efforts.
Students’ Well-Being Assessment at School
Journal of Educational, Health and Community Psychology
This research aims at describing students' well-being assessment at two private secondary schools in Sleman regency, Yogyakarta Special Province, Indonesia. The subjects of the research were 42 secondary school students in the area. This is an evaluative research by means of quantitative approach. The data collecting technique employed a focus group discussion (FGD) while the instrument used an FGD guide book based on a School Well-being Model (Konu and Rimpela, 2002). The data were analyzed quantitatively by means of thematic analysis. The research finding showed that the students' school well-being was psychologically high at dimension of health status, but low at dimension of having, loving, and being. Another important finding is that there was a tendency of verbal, physical, as well as sexual bullying done by their classmates and teachers personally.
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...
oircjournals, 2018
Educational achievement is a significant indicator of children’s wellbeing and future life opportunities. It can predict growth potential and economic viability of a country. While this is an ideal situation for all children, the case may be different for orphans and vulnerable children (OVC) due to the psychosocial challenges they go through on a daily basis. It is even worse for children attending public primary schools in Kenya. This paper aims to advance a debate on the relationship between psychosocial support and educational support provided for OVC through a critical engagement on the challenges experienced and the intervention measures to be taken in Kenyan public primary schools context. The study is based on the critical review of related literature materials. Findings suggest that, although the Kenyan government has put mechanisms in place to support OVC attain basic education, numerous challenges are found to be hindering some OVC from attaining quality education. Based on the findings, the paper recommends that there is need for various interventions to address psychosocial needs of orphans and children attending primary schools.
2015
This study sought to determine the effects of psycho-social and economic support on access to education by orphaned and vulnerable children in Kiambu county. The study was guided by objectives such as; to determine the challenges orphaned and vulnerable children face, to assess the availability of psycho-social support services and how they help in the development of orphaned and vulnerable children. Education is important in the psychological development of any child. Through education, a child is able to interact with the immediate world and comprehend the issues surrounding them. However, during the process of problem identification, the findings showed that there are a good number of children in Kiambu who are not able to access education and so, their general growth is inhibited in the long run. It is therefore important to note that, although they are in need of the psychosocial and economic support, education is a very important factor in life that cannot be ignored. An analy...
2021
The aim of this study was to develop the Escala de Bem-Estar Subjetivo Escolar EBESE (School Subjective Well-being Scale SSWBS) and investigate its psychometric properties. A process of item development, test content validation, study of evidence of validity based on internal structure, and calculation of internal consistency coefficients was carried out. A total of 434 Brazilian students, from the 7th year of Elementary School (7th grade) to the 2nd year of High School (11th grade), of both sexes, between 12 and 19 years of age (M= 14.88; SD= 1.70) participated in the study. Exploratory factor analysis results indicated a three-factor structure, with adequate fit indices and Cronbach's alpha = 0.91. The SSWBS presented good internal consistency indices and a factor structure in agreement with the underlying theory. The instrument is important because it allows an assessment of student well-being levels, subsidizing interventions and improvements in the school context.
Psychosocial wellbeing of orphaned children in selected primary schools in Tanzania
Heliyon
Psychosocial wellbeing is among the important components of the general wellbeing of an individual and crucial for children's survival and development. The current study aimed at investigating psychosocial wellbeing of orphaned children in selected primary schools in Tanzania. The study employed concurrent mixed methods design with 463 participants. 419 orphaned children obtained using simple random sampling filled in questionnaires. 12 head teachers, 12 guardian teachers and 20 orphaned children were purposively selected and involved in the in-depth semi-structured interviews. The Strength and Difficult Questionnaire (SDQ) was used to assess psychosocial wellbeing along with interviews. Descriptive statistics was used to analyse quantitative data while thematic analysis was used to analyse qualitative data. The total difficult scores of 30.8% (n ¼ 419) revealed that orphan children had emotional and behavioural problems which also connotes for the symptoms of mental health problems that tremendously affected their learning behaviours at school. Moreover, qualitative findings revealed that orphan children had feelings of unhappiness and discomforts which interfered with their academic activities. Based on the results, the study recommends an intervention study on promoting psychosocial awareness of orphan children in Tanzania primary schools and in-service trainings on guidance and counselling service provision among guardian teachers in government and privately owned primary schools in Tanzania.