Early Education of orphans and vulnerable children: A crucial aspect for social justice and African development

In the last decade there has been a significant escalation in the number of orphans and vulnerable children (OVC) in various parts of the world, more particularly, in Sub-Saharan Africa. The author strongly asserts that early childhood education is the main vehicle to address the concerns of OVC in order for them to develop skills and human capital as future adults in order to improve the outcomes for governance and economic development in Africa. He argues on the basis of inclusion that a social justice framework is essential in taking the rights of OVC into consideration. Adopting a bio-ecological systems theoretical model the author presents research findings on the educational, psychological and social experiences of OVC to motivate the need for African governments to take on the responsibility of addressing the plight of OVC through early childhood development and education interventions if they are serious about economic sustainability and prosperity. Although the research discussed in this paper was conducted in South Africa the author believes that the findings could easily depict what happens in the rest of Africa. In concluding, the author considers the implications of the findings in relation to future policies and directions needed for crucial development in Africa.OPSOMMINGGedurende die laaste dekade was daar ‘n aansienlike verhoging in die aantal wees- en kwesbare kinders (WKK) regoor die wêreld maar veral in Sub-Sahara Afrika. Die skrywer argumenteer sterk dat vroeë- kinderopvoeding die hoof voertuig is om die bekommernisse oor WKK aan te spreek deur die ontwikkeling van vaardighede en menslikekapitaal vir toekomstige volwassenes en daardeur die bestuur en ekonomiese ontwikkeling in Afrika te stimuleer. Hy agumenteer dat deur inklusieweopvoeding ‘n sosiaal regverdige raamwerk belangrik is om die regte van WKK in ag te neem. Deur van ‘n bio-ekologiesesisteemsteorie model gebruik te maak hou die skrywer navorsings voor gebasseer op die opvoedkundige, sielkundige en sosiaale ervaringe van WKK om die behoefte vir die aanvaarding van verantwoordelikheid om die lot WWK deur vroee-kinderontwikkeling en –opvoedkundige intervensies deur regeings in Afrika te motiveer indien hulle ernstig is oor ekonomiesevolhoubaarheid en –voorspoed. Alhoewel die navorsing wat in hierdie referaat bespreek word in Suid Afrika gedoen was glo die skrywer dat die bevindinge verteenwoordigend is van dit wat in die res van Afrika gebeur. Ter afsluiting, die skrywer beskou die implikasies ten opsigte van die bevindinge, deurslaggewend vir toekomstige beleids- en opvoedkundige-rigtinggewing vir die noodsaaklike ontwikkeling in Afrika. https://doi.org/10.19108/KOERS.83.1.233

The relationship between housing and children’s literacy achievement: Implications for supporting vulnerable children

This article examines the relationship between housing, a critical aspect of socio-economic conditions, and literacy achievement of children from a school in a high density suburb in South Africa. Data was collected through a quantitative survey that was administered to learners (N = 160) from four Grade Five classes. The survey included five literacy tests that were standardised by two education consultancies, namely Do-IT-Solutions (United Kingdom-based) and Shape the Learner (South African-based). The findings indicate that most learners who live in informal houses, that is, low-cost houses such as a shack, in overcrowded conditions, generally perform poorly in the literacy tests administered as compared to those learners who live in conventional (brick) houses that are not overcrowded. Also, learners who have more home duties appear to perform poorly in the literacy tests compared to those that have lesser responsibilities. As such, the findings indicate a relationship between housing conditions and literacy achievement. The author proposes a social justice framework for providing educational support for children made vulnerable due to their housing conditions.Keywords: housing; literacy achievement; literacy tests; socio-economic conditions; social justice; survey; vulnerable childre

Keystone Life Orientation (LO) teachers : implications for educational, social, and cultural contexts.

The aim of this study was to identify and describe skills, characteristics and support networks needed by keystone Life Orientation (LO) teachers in six Gauteng schools. In this study “keystone” refers to LO teachers who make a positive impact in their schools. A qualitative research design was used to collect data through interviews, class observations, and questionnaires. Data were analysed through content analysis. The results indicate that keystone LO teachers must be skilled counselors, career guides and diverse role players. They should also be open, approachable, have integrity, be trustworthy, resolve conflict and make good use of internal and external support within the context of schools. More importantly, it was found that keystone LO teachers are determined by their ability to deal with challenges, such as child abuse, substance abuse, poverty, and HIV/AIDS within their school communities. Based on the findings, the implications for keystone LO teachers in the educational, social and cultural contexts are discussed

Ethical considerations in educational research involving children : implications for educational researchers in South Africa

Adopting a social justice theoretical framework, the author proposes that the involvement of children in educational research is paramount. However, such involvement often exposes children to exploitation and a violation of their rights. As such, it is essential that all research involving children should be ethically sound. Hence, the purpose of this study was to explore ethical considerations in educational research involving children, especially in South Africa, which was historically known for the marginalization of and discrimination against children. This generic qualitative study included a sample of eight experts with extensive knowledge of the ethical concerns surrounding children’s participation in research activities. Data was collected through individual interviews, a questionnaire, and the analysis of documents and instruments pertaining to the ethical-legal protection of children’s involvement in research activities in South Africa. The findings identify several ethical principles that should be considered within a South African perspective and which have specific implications for educational researchers

Bullying prevalence and numeracy performance among primary school children in Johannesburg : implications for school-based interventions

Abstract: Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant. Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions. Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1–7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa. Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers. Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school. Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying

A case study of a learner’s transition from mainstream schooling to a school for learners with special educational needs (LSEN): lessons for mainstream education.

Currently there is an international shift towards inclusive education, a means of education according to which the learner is schooled in the least restrictive environment possible, to overcome his or her challenges to learning and development. Bearing this in mind we considered the experiences of a learner with learning difficulties who transited from a mainstream school environment to a school for learners with special education needs (LSEN).1 Inclusive education and ecological systems were the theoretical underpinnings of this study. The findings revealed that the learner benefited from placement within the LSEN environment on psychological, social, and academic levels. It appears that these changes occurred as a result of being placed in an environment that provided valuable and necessary resources to meet his learning needs, which were lacking in the mainstream school environment. Therefore, it seems that while inclusive education may be a way forward to access quality education for all, it can be argued that the current South African socio-economic environment does not necessarily allow for its successful implementation, as further access to resources and facilities need to be made available. These findings provide useful lessons at regulatory, infrastructural, and instructional functional levels for what is needed for learners with special education needs to succeed in mainstream school environments

Vulnerable young adults’ retrospective perceptions of school-based psychosocial support

In this article we describe the retrospective perceptions of vulnerable young adults on the psychosocial support they had been exposed to when they were in school. Qualitative data were collected through individual interviews, collages and a focus group discussion with 5 young adults (2 females and 3 males aged from 20 to 23) who resided at a foster home in Johannesburg. Thematic data analysis identified distinct psychological and social experiences which impacted on their ability to function independently as adults. The psychological experiences highlighted their sense of vulnerability, a lack of identity, emotional pain, and the need for career and guidance counselling. Their social experiences were characterised by social isolation and a lack of social skills. Adopting Erikson’s theory of psychosocial development, we discuss what psychosocial support should be provided at schools so that vulnerable children could have a better life

An evidence-based nutrition education programme for orphans and vulnerable children: protocol on the development of nutrition education intervention for orphans in Soweto, South Africa using mixed methods research

Abstract: Focus on interventions for orphans and vulnerable children (OVC) in South Africa on education, quality of life (QoL) and nutrition-related matters have been reported diminutive. The risk of dropping out of school for an OVC with poor QoL and without varied food intake is very high. The problem with poor; QoL, nutritional care and academic performance (AP) of the OVC is that it sets the foundation for their adults’ life. The purpose of this longitudinal study is to develop, implement and to test the efficacy of an evidence-based nutrition education programme (NEP) for OVC that will integrate their families/caregivers, schools and communities..

The management and governance of racial integration in public secondary schools in Gauteng

The main purpose of this paper was to establish the effectiveness of school management and governance structures in managing racial integration in public secondary schools. A qualitative study was conducted utilising Critical Race Theory (CRT) and Lewin’s Change Management Theory. A sample of grade 10 learners and educators, which included members of the School Management Team (SMT), School Governing Body (SGB), which represented the four previous education departments, was purposefully selected. Semi-structured, individual interviews and focus group discussions, including a questionnaire with open-ended questions, were used to gather data. The findings, obtained through content analysis, indicate that SMTs and SGBs experience difficulty in managing and governing racial integration in public schools due to the following: policy and practice issues, poor interrelationships, need for capacity building of educators, and on-going racial conflict. Based on the findings, recommendations are made on how SMTs and SGBs could effectively manage racial integration in public secondary schools. Keywords: governance, management, racial integration; Critical Race Theory, Lewin’s Change Management Theor

Символьне підкріплення, когнітивна поведінкова терапія, ступінь інвалідності та управління агресивною поведінкою серед учнів з інтелектуальною недостатністю

Aggressive behaviour has a significant negative effect on learning and academic performance. This study aimed to establish the main effect of token reinforcement, cognitive behavioural therapy, and degree of disability on reducing aggression among pupils with intellectual disability. The study participants were 60 pupils (N = 60, N = 27 boys; N = 33 girls; mean age = 11.7) with intellectual disability who were purposively selected from three (3) special schools in the study location. The participants were divided into three treatment groups: token reinforcement, cognitive behavioural therapy, and control groups, with the degree of disability as the moderating factor. The token reinforcement and cognitive behavioural therapy groups met for thirty sessions over twelve weeks. Three experimental (two treatment and a control) groups were assessed using the Overt Aggression Scale, while the three treatment groups were assessed post-intervention using the Overt Aggression Scale. Data for aggressive behaviour performance were collected after the participants were screened for intellectual disability. An analysis of covariance and estimated means was used to examine the data. The results revealed a statistically significant difference between the pre-test and post-test results of the three (3) treatment groups. The degree of disability had significant main effect on level aggressive behaviour among pupils with intellectual disability. The interaction effect of treatment and degree of disability was significant on participants’ aggressive behaviour. Teachers and care givers should adopt token reinforcement and probably cognitive behavioural therapy in manage aggressive behaviour among pupils with intellectual disability.Агресивна поведінка має значний негативний вплив на навчання та успішність. Це дослідження мало на меті встановити основний вплив символьного підкріплення, когнітивно-поведінкової терапії та ступеня інвалідності на зниження агресії серед учнів з інтелектуальною недостатністю. Учасниками дослідження були 60 учнів (№=60, №=27 хлопчиків; №=33 дівчинки; середній вік = 11,7) з інтелектуальною недостатністю, які були цілеспрямовано відібрані з трьох (3) спеціальних шкіл у місці дослідження. Учасники були розділені на три групи лікування: символьне підкріплення, когнітивно-поведінкова терапія, та контрольні групи зі ступенем інвалідності як фактором пом’якшення. Групи із символьного підкріплення та когнітивно-поведінкової терапії збиралися протягом тридцяти сеансів протягом дванадцяти тижнів. Три експериментальні групи (дві лікувальні та контрольна) оцінювали за шкалою явної агресії, водночас три групи лікування оцінювали після втручання за шкалою явної агресії. Дані щодо продуктивності агресивної поведінки були зібрані після того, як учасники пройшли перевірку на інтелектуальну відсталість. Для вивчення даних використовувався аналіз коваріації та оціночних середніх. Результати показали статистично значущу різницю між результатами до і після тесту трьох (3) груп лікування. Ступінь інвалідності мав достовірний основний вплив на рівень агресивної поведінки серед учнів з розумовою відсталістю. Ефект лікування та ступеня інвалідності були значними для агресивної поведінки учасників. Вчителі та опікуни повинні застосувати символьне підкріплення та, ймовірно, когнітивно-поведінкову терапію для боротьби з агресивною поведінкою серед учнів з інтелектуальною недостатністю