2nd National Conference on Orphans and Other ... - FHI 360

SLIDE 9: CURRENT RESPONSES TO THE
PLIGHT OF OVC IN NAMIBIA
1. Many non-education (NGO) initiatives but
limited coverage and co-ordination.
2. Very limited responses by schools.
3. Problems are identified late as dropout, fee
non-payment or “discipline” problems –
“late” meaning a child has already left school
when e.g. inability to pay fees is discovered.
4. School system is highly dependent on the
individuals caring for OVC, and on external
motivation – from MBESC Head Office,
NGOs etc. Schools themselves are still in
denial.
5. A range of responses is needed and feasible.
6. Capacity of all role-players varies.
Commentary: In formulating policy recommendations
this conference must consider the
range of responses needed to address these
issues effectively and the role-players’ capacities
in this effort.
SLIDE 9A: QUOTATION
“On the surface it may appear that their
problems are as simple as inability to pay
fees or discipline issues but you later
discover that their problems have deeper
roots.” – Social Worker, Rundu
Commentary: The study report includes
quotations from social workers in the different
regions, which all reveal that they are passionate
but despairing because they are overwhelmed
by the problems facing them. The quotation on
this slide is particularly relevant to the education
sector at the moment. Before we can say that
the children ought to be in school, we have to
identify precisely what the problems are.
SLIDE 10: PRIORITY FUNCTIONS TO
PROTECT OVC EDUCATION:
“The school as a multi-purpose development
and welfare institution?”
1. Keep children in school:
Early recognition of vulnerability.
Timely response to prevent problems;
refer if necessary.
Monitor well-being.
2. Provide for basic needs and assistance
before complex services.
3. Enable dropouts to re-access education.
Commentary: The study found that schools
could act as multi-purpose development and
welfare institutions and fulfil the functions
outlined on the slide if we plan very carefully
and provide the right training.
SLIDES 11-13: RECOMMENDATIONS ON
OVC
1. Define responsibilities of the sector, education
institutions and other partners.
2. Develop systems to identify vulnerable
learners.
3. Develop a Circle of Support for each school.
4. Enhance capacity within schools to provide
and co-ordinate support through:
Guidance and Counselling and class
teachers;
Cluster and Special Education Unit roles;
and
social worker integration into education.
5. Expand school nutrition programmes.
6. Consider creating an education fund for
OVC education (e.g. small grants to schools
which have enrolled a particular number of
orphans).
7. Increase school flexibility to respond to OVC
circumstances through:
inter-school referral, scheduling and
rules; and
hostel accommodation.
8. Actively support the strengthening of social
services capacity and efficiency.
9. Involve learners in planning and responses.
10. Mobilise resources for education sector
initiatives.
11. Develop and disseminate codes of conduct
and guidelines.
Commentary: The diagram of the Circle of
Support may look complicated, but it is not.
This is how it works: The child is at the centre
of a large circle, and around him/her are all the
stakeholders –
the class teacher, who should be able to
detect that a child has problems and to
identify them;
44 <strong>2nd</strong> <strong>National</strong> <strong>Conference</strong> on Orphans and Other Vulnerable Children – Windhoek, Namibia, 25-27 June 2002: Full Report