Educational Challenges Associated with Orphanhood and Vulnerability at Secondary Schools in Lesotho
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Date
2019-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
National University of Lesotho, Faculty of Education
Abstract
The study explored the educational challenges associated with orphanhood and child
vulnerability at secondary schools in Lesotho. Using a qualitative approach and case study
design two schools were purposively selected in Berea district. Data was collected through
interviews, focus group discussions and document analysis with principals and teachers from
the two schools. The study examined the psychosocial challenges faced by OVC in schools
through teachers’ views on mechanisms put in place by schools to support OVC, their views
on their training and perceptions on how OVC must be supported to progress.
The findings reveal that OVC are faced with various challenges in their learning. Though
there are no specific policies on how learners must be supported, schools have some methods
of supporting OVC which may not be sufficient because teachers have not been trained to
support OVC.Orphaned and vulnerable children form the core of special educational needs
alongside disability in Lesotho and as participants indicated, they need to be supported
emotionally, spiritually and psychosocially so as to boost their morale and enhance their
learning.
Description
Master of Education Degree
Keywords
Orphans, Orphanhood, Vulnerability, Psychosocial Support, Inclusive Education